Analyzing reflective narratives to assess the ethical reasoning of pediatric residents.

PubMed

Moon, Margaret; Taylor, Holly A; McDonald, Erin L; Hughes, Mark T; Beach, Mary Catherine; Carrese, Joseph A

2013-01-01

A limiting factor in ethics education in medical training has been difficulty in assessing competence in ethics. This study was conducted to test the concept that content analysis of pediatric residents' personal reflections about ethics experiences can identify changes in ethical sensitivity and reasoning over time. Analysis of written narratives focused on two of our ethics curriculum's goals: 1) To raise sensitivity to ethical issues in everyday clinical practice and 2) to enhance critical reflection on personal and professional values as they affect patient care. Content analysis of written reflections was guided by a tool developed to identify and assess the level of ethical reasoning in eight domains determined to be important aspects of ethical competence. Based on the assessment of narratives written at two times (12 to 16 months/apart) during their training, residents showed significant progress in two specific domains: use of professional values, and use of personal values. Residents did not show decline in ethical reasoning in any domain. This study demonstrates that content analysis of personal narratives may provide a useful method for assessment of developing ethical sensitivity and reasoning.

Narrative medicine in surgical education.

PubMed

Pearson, A Scott; McTigue, Michael P; Tarpley, John L

2008-01-01

Narrative medicine is a patient-centered approach to the practice of medicine that rescues the patients' stories and integrates what is important to them into decisions regarding their health care. Our hypothesis is that narrative understanding enhances the patient-provider relationship and contributes to optimizing patient care. We propose to use written narrative reflection to capture and measure the general competencies of systems-based practice, practice-based learning, communication skills, and professionalism. DEVELOPMENT/METHODS: The development of this narrative-based project is based on a pilot study that we conducted at our institution with third-year surgical clerkship students. In the pilot, students produced in-depth narrative write-ups on a patient they had had the opportunity to "know." We plan a similar approach for surgical resident education. After a brief discussion of narrative medicine during our scheduled didactic conference, the residents are asked to initiate a written narrative reflection on a patient of their choosing. The narratives will be collected 1 week later. Our plan is to repeat this assessment quarterly so that 4 narratives will be generated annually from internship through the chief resident year. The narratives will be analyzed for content and recurring themes that capture the resident's communication skills, professionalism, as well as self-critique (practice-based learning) and value attributed to health-care teams (systems-based practice). After completion of the narratives, a 5-point Likert response survey will be given to the residents to assess their experience and the perceived value of written reflection. The written narratives will become part of the resident's ongoing portfolio. IMPLEMENTATION/EXPERIENCE TO DATE: Feedback from the medical student pilot study was favorable. When asked in a follow-up questionnaire, most students reported the experience to be valuable and recommended the use of narrative reflection in medical education. To assess the feasibility of this approach in surgical residency, we introduced the concept of narrative reflection to our residents during surgery grand rounds. Thirty-three narratives were collected 1 week later. CONCLUSION/NEXT STEPS: This preliminary experience suggests that acquisition of resident-authored narrative reflection is feasible during surgical residency. Use of this narrative-based approach in surgical resident education has the potential to capture and measure the general competencies of systems-based practice, practice-based learning, communication skills, and professionalism.

The Home Literacy Environment and the English Narrative Development of Spanish-English Bilingual Children.

PubMed

Bitetti, Dana; Hammer, Carol Scheffner

2016-10-01

The purpose of this study was to examine the impact of the home literacy environment (HLE) on the English narrative development of Spanish-English bilingual children from low-income backgrounds. Longitudinal data were collected on 81 bilingual children from preschool through 1st grade. English narrative skills were assessed in the fall and spring of each year. Microstructure measures included mean length of utterance in morphemes and number of different words. The Narrative Scoring Scheme (Heilmann, Miller, Nockerts, & Dunaway, 2010) measured macrostructure. Each fall, the children's mothers reported the frequency of literacy activities and number of children's books in the home. Growth curve modeling was used to describe the children's narrative development and the impact of the HLE over time. Significant growth occurred for all narrative measures. The HLE did not affect microstructure growth. The frequency with which mothers read to their children had a positive impact on the growth of the children's total Narrative Scoring Scheme scores. Other aspects of the HLE, such as the frequency with which the mothers told stories, did not affect macrostructure development. These results provide information about the development of English narrative abilities and demonstrate the importance of frequent book reading for the overall narrative quality of children from Spanish-speaking homes who are learning English.

Assessing client self-narrative change in emotion-focused therapy of depression: an intensive single case analysis.

PubMed

Angus, Lynne E; Kagan, Fern

2013-12-01

Personality researchers use the term self-narrative to refer to the development of an overall life story that places life events in a temporal sequence and organizes them in accordance to overarching themes. In turn, it is often the case that clients seek out psychotherapy when they can no longer make sense of their life experiences, as a coherent story. Angus and Greenberg (L. Angus and L. Greenberg, 2011, Working with narrative in emotion-focused therapy: Changing stories, healing lives. Washington, DC: American Psychological Association Press) view the articulation and consolidation of an emotionally integrated self-narrative account as an important part of the therapeutic change process that is essential for sustained change in emotion-focused therapy of depression. The purpose of the present study was to investigate client experiences of change, and self-narrative reconstruction, in the context of one good outcome emotion-focused therapy dyad drawn from the York II Depression Study. Using the Narrative Assessment Interview (NAI) method, client view of self and experiences of change were assessed at three points in time--after session one, at therapy termination, and at 6 months follow-up. Findings emerging from an intensive narrative theme analyses of the NAI transcripts--and 1 key therapy session identified by the client--are reported and evidence for the contributions of narrative and emotion processes to self-narrative change in emotion-focused therapy of depression are discussed. Finally, the implications of assessing clients' experiences of self-narrative change for psychotherapy research and practice are addressed.

The union of narrative and executive function: different but complementary

PubMed Central

Friend, Margaret; Bates, Raven Phoenix

2014-01-01

Oral narrative production develops dramatically from 3 to 5 years of age, and is a key factor in a child's ability to communicate about the world. Concomitant with this are developments in executive function (EF). For example, executive attention and behavioral inhibition show marked development beginning around 4 years of age. Both EF and oral narrative abilities have important implications for academic success, but the relationship between them is not well understood. The present paper utilizes a cross-lagged design to assess convergent and predictive relations between EF and narrative ability. As a collateral measure, we collected a Language Sample during 10 min of free play. Language Sample did not share significant variance with Narrative Production, thus general language growth from Wave 1 to Wave 2 cannot account for the predictive relations between EF and Narrative. Our findings suggest that although EF and Narrative ability appear independent at each Wave, they nevertheless support each other over developmental time. Specifically, the ability to maintain focus at 4 years supports subsequent narrative ability and narrative ability at 4 years supports subsequent facility and speed in learning and implementing new rules. PMID:24872811

The Home Literacy Environment and the English Narrative Development of Spanish–English Bilingual Children

PubMed Central

Hammer, Carol Scheffner

2016-01-01

Purpose The purpose of this study was to examine the impact of the home literacy environment (HLE) on the English narrative development of Spanish–English bilingual children from low-income backgrounds. Method Longitudinal data were collected on 81 bilingual children from preschool through 1st grade. English narrative skills were assessed in the fall and spring of each year. Microstructure measures included mean length of utterance in morphemes and number of different words. The Narrative Scoring Scheme (Heilmann, Miller, Nockerts, & Dunaway, 2010) measured macrostructure. Each fall, the children's mothers reported the frequency of literacy activities and number of children's books in the home. Growth curve modeling was used to describe the children's narrative development and the impact of the HLE over time. Results Significant growth occurred for all narrative measures. The HLE did not affect microstructure growth. The frequency with which mothers read to their children had a positive impact on the growth of the children's total Narrative Scoring Scheme scores. Other aspects of the HLE, such as the frequency with which the mothers told stories, did not affect macrostructure development. Conclusions These results provide information about the development of English narrative abilities and demonstrate the importance of frequent book reading for the overall narrative quality of children from Spanish-speaking homes who are learning English. PMID:27701625

Linguistic and pragmatic aspects of narration in Finnish typically developing children and children with specific language impairment.

PubMed

Mäkinen, Leena; Loukusa, Soile; Laukkanen, Päivi; Leinonen, Eeva; Kunnari, Sari

2014-06-01

This study investigates narratives of Finnish children with specific language impairment (SLI) from linguistic and pragmatic perspectives, in order to get a comprehensive overview of these children's narrative abilities. Nineteen children with SLI (mean age 6;1 years) and 19 typically developing age-matched children participated in the study. Their picture-elicited narrations were analysed for linguistic productivity and complexity, grammatical and referential accuracy, event content, the use of mental state expressions and narrative comprehension. Children with SLI showed difficulties in every aspect of narration in comparison to their peers. Only one measure of productivity, the number of communication units, did not reach statistical significance. Not only was linguistic structure fragile but also pragmatic aspects of storytelling (referencing, event content, mental state expressions and inferencing) were demanding for children with SLI. Results suggest that pragmatic aspects of narration should be taken into account more often when assessing narrative abilities of children with SLI.

The use of abstract paintings and narratives to foster reflective capacity in medical educators: a multinational faculty development workshop

PubMed Central

Karkabi, Khaled; Wald, Hedy S; Cohen Castel, Orit

2014-01-01

Reflective capacity is integral to core healthcare professional practice competencies. Reflection plays a central role in teacher education as reflecting on teaching behaviours with critical analysis can potentially improve teaching practice. The humanities including narrative and the visual arts can serve as a valuable tool for fostering reflection. We conducted a multinational faculty development workshop aiming to enhance reflective capacity in medical educators by using a combination of abstract paintings and narratives. Twenty-three family physicians or physicians-in-training from 10 countries participated in the workshop. Qualitative assessment of the workshop showed that the combined use of art and narrative was well received and perceived as contributing to the reflective exercise. Participants generally felt that viewing abstract paintings had facilitated a valuable mood transformation and prepared them emotionally for the reflective writing. Our analysis found that the following themes emerged from participants’ responses: (1) narratives from different countries are similar; (2) the use of art helped access feelings; (3) viewing abstract paintings facilitated next steps; (4) writing reflective narratives promoted examination of educational challenges, compassion for self and other, and building an action plan; and (5) sharing of narrative was helpful for fostering active listening and appreciating multiple perspectives. Future research might include comparing outcomes for a group participating in arts–narrative-based workshops with those of a control group using only reflective narrative or in combination with figurative art, and implementing a combination of qualitative and quantitative methods of assessment. PMID:24273319

The Relation of Moral Judgment Development and Educational Experience to Recall of Moral Narratives and Expository Texts

ERIC Educational Resources Information Center

Narvaez, Darcia; Gleason, Tracy

2007-01-01

Moral text processing was used as an ecologically valid method for assessing implicit and explicit moral understanding and development. The authors tested undergraduates, seminarians, and graduate students in political science and philosophy for recall of moral narratives and moral expository texts. Multivariate analyses of covariance using…

When all children comprehend: increasing the external validity of narrative comprehension development research

PubMed Central

Burris, Silas E.; Brown, Danielle D.

2014-01-01

Narratives, also called stories, can be found in conversations, children's play interactions, reading material, and television programs. From infancy to adulthood, narrative comprehension processes interpret events and inform our understanding of physical and social environments. These processes have been extensively studied to ascertain the multifaceted nature of narrative comprehension. From this research we know that three overlapping processes (i.e., knowledge integration, goal structure understanding, and causal inference generation) proposed by the constructionist paradigm are necessary for narrative comprehension, narrative comprehension has a predictive relationship with children's later reading performance, and comprehension processes are generalizable to other contexts. Much of the previous research has emphasized internal and predictive validity; thus, limiting the generalizability of previous findings. We are concerned these limitations may be excluding underrepresented populations from benefits and implications identified by early comprehension processes research. This review identifies gaps in extant literature regarding external validity and argues for increased emphasis on externally valid research. We highlight limited research on narrative comprehension processes in children from low-income and minority populations, and argue for changes in comprehension assessments. Specifically, we argue both on- and off-line assessments should be used across various narrative types (e.g., picture books, televised narratives) with traditionally underserved and underrepresented populations. We propose increasing the generalizability of narrative comprehension processes research can inform persistent reading achievement gaps, and have practical implications for how children learn from narratives. PMID:24659973

Narratives and traits in personality development among New Zealand Māori, Chinese, and European adolescents.

PubMed

Reese, Elaine; Chen, Yan; McAnally, Helena M; Myftari, Ella; Neha, Tia; Wang, Qi; Jack, Fiona

2014-07-01

Narrative and trait levels of personality were assessed in a sample of 268 adolescents from age 12 to 21 from New Zealand Māori, Chinese, and European cultures. Adolescents narrated three critical events and completed a Big Five personality inventory. Each narrative was coded for causal and thematic coherence. NZ Chinese adolescents reported lower levels of extraversion, agreeableness, conscientiousness, and openness, and higher levels of neuroticism, than NZ Māori or European adolescents. Cultural differences were also evident in narrative coherence. Adolescents in all three groups demonstrated age-related increases in thematic coherence, but only NZ European adolescents demonstrated the expected age-related increases in causal coherence. Narrative identity and traits were distinct aspects of personality for younger adolescents, but were linked for middle and older adolescents. These findings support the importance of both narrative identity and traits in understanding personality development in adolescents across cultures. Copyright © 2014 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Using Narrative Fiction as a Means of Assessing and Learning in a History of Social Welfare Module

ERIC Educational Resources Information Center

Parker, Jonathan; Farmer, Harry

2018-01-01

This article describes a narrative development project undertaken by students on a History of Social Welfare module at a British university. Students were asked to choose a character, setting and story from a range of scenarios and time periods that reflected many of the key areas covered in lecture and seminar classes. The narrative was not…

Narrative Development in Bilingual Kindergarteners: Can Arthur Help?

ERIC Educational Resources Information Center

Uchikoshi, Yuuko

2005-01-01

This study examined the effects of the children's TV program Arthur on the development of narrative skills over an academic year for Spanish-speaking English-language learners. In October, February, and June of their kindergarten year, children were asked to tell a story, in English, prompted by 3 pictures. Before the 2nd and 3rd assessments, half…

"And We Told Wonderful Stories Also": Reflections on a Preschool Language Game To Promote Narrative Development.

ERIC Educational Resources Information Center

Mardell, Benjamin

Using a teacher-researcher perspective, a study assessed a preschool storytelling program designed to promote children's narrative development. The program included workshops, child-teacher conferences, and adult and child performances. A preschool class of 17 four-year-olds listened to adult-told stories, rehearsed their own stories with a…

Process and product in writing--a methodological contribution to the assessment of written narratives in 8-12-year-old Swedish children using ScriptLog.

PubMed

Asker-Arnason, Lena; Wengelin, Asa; Sahlén, Birgitta

2008-01-01

Twenty-seven children, with typical language development (TLD), 8-10 years old and 10-12 years old, were assessed with keystroke-logging in order to investigate their narrative writing. Measures of the writing process and the written product were used. One purpose was to explore how children produce written narratives in on-line production, and to relate the writing process to the written product. The results showed that those children who produced the final text faster, also wrote stories that comprised of more words. In the group of older children, children with better narrative ability used less pause time than those with worse ability, and the girls were faster writers than the boys. We believe that keystroke-logging gives valuable information for the assessment of young children's writing and that it is a potentially valid assessment tool for children from about 10 years of age.

Internal State Language in the Storybook Narratives of Children with and without Autism Spectrum Disorder: Investigating Relations to Theory of Mind Abilities

PubMed Central

Siller, Michael; Swanson, Meghan R.; Serlin, Gayle; George, Ann

2014-01-01

The current study examines narratives elicited using a wordless picture book, focusing on language used to describe the characters’ thoughts and emotions (i.e., internal state language, ISL). The sample includes 21 children with Autism Spectrum Disorder (ASD) and 24 typically developing controls, matched on children's gender, IQ, as well as receptive and expressive vocabulary. This research had three major findings. First, despite equivalent performance on standardized language assessments, the volume of children's narratives (i.e., the number of utterances and words, the range of unique verbs and adjectives) was lower in children with ASD than in typically developing controls. Second, after controlling for narrative volume, the narratives of children with ASD were less likely to reference the characters’ emotions than was the case for typically developing controls. Finally, our results revealed a specific association between children's use of emotion terms and their performance on a battery of experimental tasks evaluating children's Theory of Mind abilities. Implications for our understanding of narrative deficits in ASD as well as interventions that use narrative as a context for improving social comprehension are discussed. PMID:24748899

Internal State Language in the Storybook Narratives of Children with and without Autism Spectrum Disorder: Investigating Relations to Theory of Mind Abilities.

PubMed

Siller, Michael; Swanson, Meghan R; Serlin, Gayle; George, Ann

2014-05-01

The current study examines narratives elicited using a wordless picture book, focusing on language used to describe the characters' thoughts and emotions (i.e., internal state language, ISL). The sample includes 21 children with Autism Spectrum Disorder (ASD) and 24 typically developing controls, matched on children's gender, IQ, as well as receptive and expressive vocabulary. This research had three major findings. First, despite equivalent performance on standardized language assessments, the volume of children's narratives (i.e., the number of utterances and words, the range of unique verbs and adjectives) was lower in children with ASD than in typically developing controls. Second, after controlling for narrative volume, the narratives of children with ASD were less likely to reference the characters' emotions than was the case for typically developing controls. Finally, our results revealed a specific association between children's use of emotion terms and their performance on a battery of experimental tasks evaluating children's Theory of Mind abilities. Implications for our understanding of narrative deficits in ASD as well as interventions that use narrative as a context for improving social comprehension are discussed.

Stories about ourselves: How national narratives influence the diffusion of large-scale energy technologies

DOE Office of Scientific and Technical Information (OSTI.GOV)

Malone, Elizabeth L.; Hultman, Nathan E.; Anderson, Kate

Examining past examples of rapid, transformational changes in energy technologies could help governments understand the factors associated with such transitions. We used an existing dataset to assess government strategies to connect new energy technologies with national narratives. Analyzing the diffusion stories told by experts, we demonstrate how governments connected the new technologies with their national narratives. The United States government supported the development of nuclear power after World War II with the national narrative that the United States was destined to improve creation, increasing the potential of raw materials exponentially for the nation’s good (“atoms for peace,” electricity “too cheapmore » to meter”). In Brazil, the development of sugar cane ethanol was supported by the government’s invoking the national narrative of suffering leading to knowledge and redemption, coupled with the quest for improved societal well-being (technological development to produce ethanol and employment for farmers). In Sweden, biomass energy was tied to the national narrative of local control, as well as love of nature and tradition (the use of natural products). We found strong evidence that the pairing of technological transformations with national narratives facilitated the successful development and implementation of these major energy technologies in the three cases analyzed here.« less

Stories about ourselves: How national narratives influence the diffusion of large-scale energy technologies

DOE PAGES

Malone, Elizabeth L.; Hultman, Nathan E.; Anderson, Kate; ...

2017-07-03

Examining past examples of rapid, transformational changes in energy technologies could help governments understand the factors associated with such transitions. We used an existing dataset to assess government strategies to connect new energy technologies with national narratives. Analyzing the diffusion stories told by experts, we demonstrate how governments connected the new technologies with their national narratives. The United States government supported the development of nuclear power after World War II with the national narrative that the United States was destined to improve creation, increasing the potential of raw materials exponentially for the nation’s good (“atoms for peace,” electricity “too cheapmore » to meter”). In Brazil, the development of sugar cane ethanol was supported by the government’s invoking the national narrative of suffering leading to knowledge and redemption, coupled with the quest for improved societal well-being (technological development to produce ethanol and employment for farmers). In Sweden, biomass energy was tied to the national narrative of local control, as well as love of nature and tradition (the use of natural products). We found strong evidence that the pairing of technological transformations with national narratives facilitated the successful development and implementation of these major energy technologies in the three cases analyzed here.« less

Narrative skills in children with selective mutism: an exploratory study.

PubMed

McInnes, Alison; Fung, Daniel; Manassis, Katharina; Fiksenbaum, Lisa; Tannock, Rosemary

2004-11-01

Selective mutism (SM) is a rare and complex disorder associated with anxiety symptoms and speech-language deficits; however, the nature of these language deficits has not been studied systematically. A novel cross-disciplinary assessment protocol was used to assess anxiety and nonverbal cognitive, receptive language, and expressive narrative abilities in 7 children with SM and a comparison group of 7 children with social phobia (SP). The children with SM produced significantly shorter narratives than children with SP, despite showing normal nonverbal cognitive and receptive language abilities. The findings suggest that SM may involve subtle expressive language deficits that may influence academic performance and raise additional questions for further research. The assessment procedure developed for this study may be potentially useful for language clinicians.

Narrative research on mental health recovery: two sister paradigms.

PubMed

Spector-Mersel, Gabriela; Knaifel, Evgeny

2017-06-24

Despite the breadth of narrative studies on individuals with severe mental illness, the suitability of narrative inquiry to exploring mental health recovery (MHR) has not been examined. (1) Examining the appropriateness of narrative inquiry to studying MHR; (2) assessing the extent to which narrative studies on MHR conform to the unique features of narrative research, as a distinctive form of qualitative inquiry. Review of empirical, theoretical and methodological literature on recovery and narrative inquiry. Considering the perspectives of recovery and narrative as paradigms, the similarity between their ontology and epistemology is shown, evident in 10 common emphases: meaning, identity, change and development, agency, holism, culture, uniqueness, context, language and giving voice. The resemblance between these "sister" paradigms makes narrative methodology especially fruitful for accessing the experiences of individuals in recovery. Reviewing narrative studies on MHR suggests that, currently, narrative research's uniqueness, centered on the holistic principle, is blurred on the philosophical, methodological and textual levels. Well-established narrative research has major implications for practice and policy in recovery-oriented mental health care. The narrative inquiry paradigm offers a possible path to enhancing the distinctive virtues of this research, realizing its potential in understanding and promoting MHR.

The Development of Bilingual Narrative Retelling Among Spanish-English Dual Language Learners Over Two Years.

PubMed

Lucero, Audrey

2018-05-25

This exploratory study investigates the development of oral narrative retell proficiency among Spanish-English emergent bilingual children longitudinally from kindergarten to second grade in Spanish and English as they learned literacy in the 2 languages concurrently. Oral narrative retell assessments were conducted with children who spoke Spanish at home and were enrolled in a dual language immersion program (N = 12) in the spring of kindergarten and second grade. Retells were transcribed and coded for vocabulary and grammar at the microlevel (Miller, 2012) and story structure at the macrolevel (Heilmann, Miller, Nockerts, & Dunaway, 2010). In microstructure paired-sample t tests, children showed significant improvements in vocabulary in both languages (Spanish total number of words η2 = .43, Spanish number of different words η2 = .44, English total number of words η2 = .61, English number of different words η2 = .62) but not grammar by second grade. At the macrostructure level, children showed significantly higher performance in English only (English narrative scoring scheme η2 = .47). The finding that children significantly improved in vocabulary in both languages but in overall story structure only in English suggests that discourse skills were being facilitated in English whereas Spanish discourse development may have stagnated even within a dual language immersion program. Results contribute to what is currently known about bilingual oral narrative development among young Spanish speakers enrolled in such programs and can inform assessment and instructional decisions.

Assessment of narrative writing by Persian-speaking students with hearing impairments.

PubMed

Zamani, P; Soleymani, Z; Mousavi, S M; Akbari, N

2018-02-16

Previous studies have highlighted that narrative skill is critical to the development of the literacy skills by children. Children with cochlear implants (CI) and hearing aids (HA) may have problems in narrative development compared to peers with healthy hearing (HH). There is no exact data about the narrative writing ability of Persian-speaking students who are hearing-impaired. This study was undertaken to compare the microstructure and macrostructure scores for narrative writing of Persian-speaking students who are hearing-impaired and peers with HH. This was a cross-sectional descriptive-analytical study. The subjects were recruited from elementary schools in the city of Tehran. A total of 144 elementary school students were participated. The written narratives were elicited using a wordless pictorial storybook story. Three-way ANOVA with post hoc adjusted Bonferroni test was applied to determine the main effects and interactions of grounded variables on the microstructure and macrostructure components of narrative writing. No significant differences were observed in the macrostructure components of narrative writing between hearing-impaired and HH students. Factors analysis showed that the 4th grade HH students had significantly the highest scores, and the 3rd grade HA students had significantly the lowest scores in microstructure components of narrative writing. The findings revealed that hearing-impaired students similarly to their HH peers can transmit the main idea (macrostructure) of narrative writing, but show critical difficulties when using complete grammatical elements (microstructures) to form sentences to convey the idea in the narrative. © 2018 John Wiley & Sons Ltd.

Telling the Tale and Living Well: Adolescent Narrative Identity, Personality Traits, and Well-Being Across Cultures.

PubMed

Reese, Elaine; Myftari, Ella; McAnally, Helena M; Chen, Yan; Neha, Tia; Wang, Qi; Jack, Fiona; Robertson, Sarah-Jane

2017-03-01

This study explored links between narrative identity, personality traits, and well-being for 263 adolescents (age 12-21) from three New Zealand cultures: Māori, Chinese, and European. Turning-point narratives were assessed for autobiographical reasoning (causal coherence), local thematic coherence, emotional expressivity, and topic. Across cultures, older adolescents with higher causal coherence reported better well-being. Younger adolescents with higher causal coherence instead reported poorer well-being. Personal development topics were positively linked to well-being for New Zealand European adolescents only, and thematic coherence was positively linked to well-being for Māori adolescents only. Negative expressivity, neuroticism, conscientiousness, and openness were also linked to well-being. Implications of these cultural similarities and differences are considered for theories of narrative identity, personality, and adolescent well-being. © 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.

Schizophrenia, narrative, and neurocognition: The utility of life-stories in understanding social problem-solving skills.

PubMed

Moe, Aubrey M; Breitborde, Nicholas J K; Bourassa, Kyle J; Gallagher, Colin J; Shakeel, Mohammed K; Docherty, Nancy M

2018-06-01

Schizophrenia researchers have focused on phenomenological aspects of the disorder to better understand its underlying nature. In particular, development of personal narratives-that is, the complexity with which people form, organize, and articulate their "life stories"-has recently been investigated in individuals with schizophrenia. However, less is known about how aspects of narrative relate to indicators of neurocognitive and social functioning. The objective of the present study was to investigate the association of linguistic complexity of life-story narratives to measures of cognitive and social problem-solving abilities among people with schizophrenia. Thirty-two individuals with a diagnosis of schizophrenia completed a research battery consisting of clinical interviews, a life-story narrative, neurocognitive testing, and a measure assessing multiple aspects of social problem solving. Narrative interviews were assessed for linguistic complexity using computerized technology. The results indicate differential relationships of linguistic complexity and neurocognition to domains of social problem-solving skills. More specifically, although neurocognition predicted how well one could both describe and enact a solution to a social problem, linguistic complexity alone was associated with accurately recognizing that a social problem had occurred. In addition, linguistic complexity appears to be a cognitive factor that is discernible from other broader measures of neurocognition. Linguistic complexity may be more relevant in understanding earlier steps of the social problem-solving process than more traditional, broad measures of cognition, and thus is relevant in conceptualizing treatment targets. These findings also support the relevance of developing narrative-focused psychotherapies. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Improving the Success of Light Armored Vehicle Drivers: A Qualitative Descriptive Narrative Study

ERIC Educational Resources Information Center

Byrd, Dathan

2016-01-01

This qualitative descriptive narrative research was the first known study to collect participants' perceptions on the effectiveness of the Marine Corps' Light Armored Vehicle driver training. The general problem was the Marine Corps' vague guidance on curriculum development, instruction, and assessment for driver training of the Light armored…

Age-Related Progressions in Story Structure in Young Children's Narratives

ERIC Educational Resources Information Center

Khan, Kiren S.; Gugiu, Mihaiela R.; Justice, Laura M.; Bowles, Ryan P.; Skibbe, Lori E.; Piasta, Shayne B.

2016-01-01

Purpose: Prior theoretical and empirical work has referenced several broad stages of narrative development, particularly in terms of young children's understanding of story structure. However, there is considerable variation in how story structure has been defined and assessed across these studies. The aims of the present study were threefold: (a)…

A Taiwanese Mandarin Main Concept Analysis (TM-MCA) for Quantification of Aphasic Oral Discourse

ERIC Educational Resources Information Center

Kong, Anthony Pak-Hin; Yeh, Chun-Chih

2015-01-01

Background: Various quantitative systems have been proposed to examine aphasic oral narratives in English. A clinical tool for assessing discourse produced by Cantonese-speaking persons with aphasia (PWA), namely Main Concept Analysis (MCA), was developed recently for quantifying the presence, accuracy and completeness of a narrative. Similar…

Tell Me Your Story: A Pilot Narrative Medicine Curriculum During the Medicine Clerkship.

PubMed

Chretien, Katherine C; Swenson, Rebecca; Yoon, Bona; Julian, Ricklie; Keenan, Jonathan; Croffoot, James; Kheirbek, Raya

2015-07-01

Narrative medicine educational interventions may enhance patient-centered care, yet most educational interventions do not involve actual patient-provider interactions, nor do they assess narrative competence, a key skill for its practice. An experiential narrative medicine curriculum for medical students was developed and piloted. The purpose of the study was to develop narrative competence, practice attentive listening, and stimulate reflection. Participants were third-year medicine clerkship students. The curriculum involved 1) an introductory session, 2) a patient storytelling activity, and 3) a group reflection session. For the storytelling activity, students elicited illness narratives in storytelling form from patients, listened attentively, wrote their versions of the story, and then read them back to patients. Five student focus groups were conducted between July 2011 and March 2012 (n = 31; 66%) to explore students' experiences, student-patient dynamics, challenges, and what they learned. Patient interviews (n = 17) on their experience were conducted in January 2013. Thematic analysis of the audiotaped stories of ten patients and corresponding student-written stories helped gauge narrative competence. The curriculum was found to be feasible and acceptable to both patients and students. Some patients and students were profoundly moved. Ongoing focus groups resulted in continual process improvement. Students' stories showed attainment of narrative competence.

Living into the story: agency and coherence in a longitudinal study of narrative identity development and mental health over the course of psychotherapy.

PubMed

Adler, Jonathan M

2012-02-01

Narrative identity is the internalized, evolving story of the self that each person crafts to provide his or her life with a sense of purpose and unity. A proliferation of empirical research studies focused on narrative identity have explored its relationship with psychological well-being. The present study is the first prospective, multiwave longitudinal investigation to examine short-term personality change via an emphasis on narrative identity as it relates to mental health. Forty-seven adults wrote rich personal narratives prior to beginning psychotherapy and after every session over 12 assessment points while concurrently completing a measure of mental health. Narratives were coded for the themes of agency and coherence, which capture the dual aims of narrative identity: purpose and unity. By applying in-depth thematic coding to the stories of participants, the present study produced 47 case studies of intraindividual personality development and mental health. By employing multilevel modeling with the entire set of nearly 600 narratives, the present study also identified robust trends of individual differences in narrative changes as they related to improvements in mental health. Results indicated that, across participants, the theme of agency, but not coherence, increased over the course of time. In addition, increases in agency were related to improvements in participants' mental health. Finally, lagged growth curve models revealed that changes in the theme of agency occurred prior to the associated improvements in mental health. This finding remained consistent across a variety of individual-difference variables including demographics, personality traits, and ego development.

Linguistic Feature Development Across Grades and Genre in Elementary Writing.

PubMed

Hall-Mills, Shannon; Apel, Kenn

2015-07-01

As children develop skills in writing across academic contexts, clinicians and educators need to have a fundamental understanding of typical writing development as well as valid and reliable assessment methods. The purpose of this study was to examine the progression of linguistic elements in school-age children's narrative and expository writing development. Narrative and expository writing samples produced by 89 children in Grades 2 through 4 were analyzed at the microstructure and macrostructure levels. Measures of receptive vocabulary, word-level reading, and reading comprehension were obtained. Exploratory factor analyses revealed 4 microstructure factors (e.g., productivity, grammatical complexity, grammatical accuracy, and lexical density) and 1 macrostructure factor (e.g., a combination of organization, text structure, and cohesion). Multivariate analyses of covariance with reading comprehension as a covariate showed that productivity and macrostructure were sensitive to grade-level and genre differences and that expository grammatical complexity was sensitive to grade-level differences. Findings are discussed in light of grade-level standards for narrative and expository writing and current practices in writing assessment. Multiple suggestions are offered for clinical and educational implications, and specific directions are provided for future research.

Dynamic assessment of school-age children's narrative ability: an experimental investigation of classification accuracy.

PubMed

Peña, Elizabeth D; Gillam, Ronald B; Malek, Melynn; Ruiz-Felter, Roxanna; Resendiz, Maria; Fiestas, Christine; Sabel, Tracy

2006-10-01

Two experiments examined reliability and classification accuracy of a narration-based dynamic assessment task. The first experiment evaluated whether parallel results were obtained from stories created in response to 2 different wordless picture books. If so, the tasks and measures would be appropriate for assessing pretest and posttest change within a dynamic assessment format. The second experiment evaluated the extent to which children with language impairments performed differently than typically developing controls on dynamic assessment of narrative language. In the first experiment, 58 1st- and 2nd-grade children told 2 stories about wordless picture books. Stories were rated on macrostructural and microstructural aspects of language form and content, and the ratings were subjected to reliability analyses. In the second experiment, 71 children participated in dynamic assessment. There were 3 phases: a pretest phase, in which children created a story that corresponded to 1 of the wordless picture books from Experiment 1; a teaching phase, in which children attended 2 short mediation sessions that focused on storytelling ability; and a posttest phase, in which children created a story that corresponded to a second wordless picture book from Experiment 1. Analyses compared the pretest and posttest stories that were told by 2 groups of children who received mediated learning (typical and language impaired groups) and a no-treatment control group of typically developing children from Experiment 1. The results of the first experiment indicated that the narrative measures applied to stories about 2 different wordless picture books had good internal consistency. In Experiment 2, typically developing children who received mediated learning demonstrated a greater amount of pretest to posttest change than children in the language impaired and control groups. Classification analysis indicated better specificity and sensitivity values for measures of response to intervention (modifiability) and posttest storytelling than for measures of pretest storytelling. Observation of modifiability was the single best indicator of language impairment. Posttest measures and modifiability together yielded no misclassifications. The first experiment supported the use of 2 wordless picture books as stimulus materials for collecting narratives before and after mediation within a dynamic assessment paradigm. The second experiment supported the use of dynamic assessment for accurately identifying language impairments in school-age children.

Dynamic Assessment of School-Age Children’s Narrative Ability

PubMed Central

Peña, Elizabeth D.; Gillam, Ronald B.; Malek, Melynn; Ruiz-Felter, Roxanna; Resendiz, Maria; Fiestas, Christine; Sabel, Tracy

2008-01-01

Two experiments examined reliability and classification accuracy of a narration-based dynamic assessment task. Purpose The first experiment evaluated whether parallel results were obtained from stories created in response to 2 different wordless picture books. If so, the tasks and measures would be appropriate for assessing pretest and posttest change within a dynamic assessment format. The second experiment evaluated the extent to which children with language impairments performed differently than typically developing controls on dynamic assessment of narrative language. Method In the first experiment, 58 1st- and 2nd-grade children told 2 stories about wordless picture books. Stories were rated on macrostructural and microstructural aspects of language form and content, and the ratings were subjected to reliability analyses. In the second experiment, 71 children participated in dynamic assessment. There were 3 phases: a pretest phase, in which children created a story that corresponded to 1 of the wordless picture books from Experiment 1; a teaching phase, in which children attended 2 short mediation sessions that focused on storytelling ability; and a posttest phase, in which children created a story that corresponded to a second wordless picture book from Experiment 1. Analyses compared the pretest and posttest stories that were told by 2 groups of children who received mediated learning (typical and language impaired groups) and a no-treatment control group of typically developing children from Experiment 1. Results The results of the first experiment indicated that the narrative measures applied to stories about 2 different wordless picture books had good internal consistency. In Experiment 2, typically developing children who received mediated learning demonstrated a greater amount of pretest to posttest change than children in the language impaired and control groups. Classification analysis indicated better specificity and sensitivity values for measures of response to intervention (modifiability) and posttest storytelling than for measures of pretest storytelling. Observation of modifiability was the single best indicator of language impairment. Posttest measures and modifiability together yielded no misclassifications. Conclusion The first experiment supported the use of 2 wordless picture books as stimulus materials for collecting narratives before and after mediation within a dynamic assessment paradigm. The second experiment supported the use of dynamic assessment for accurately identifying language impairments in school-age children. PMID:17077213

"The Seesaw Is a Machine that Goes up and down": Young Children's Narrative Responses to Science-Related Informational Text

ERIC Educational Resources Information Center

Mantzicopoulos, Panayota; Patrick, Helen

2010-01-01

Research Findings: We report on an assessment developed to document young children's narrative production after listening to short segments of science-related informational text (SciT) on life science, earth and space, and simple machines. We examine differences between kindergarten boys (n = 39) and girls (n = 29) on several indices of narrative…

Written narrative practices in elementary school students.

PubMed

Romano-Soares, Soraia; Soares, Aparecido José Couto; Cárnio, Maria Silvia

2010-01-01

Promotion of a written narratives production program in the third grade of an Elementary School. To analyze two written narrative practice proposals in order to verify which resources are more efficient in benefitting the textual productions of third grade Elementary School students. Sixty students were selected from two third grade groups of a public Elementary School in São Paulo (Brazil). For the analysis, students were divided into two groups (Group A and Group B). Fourteen children's storybooks were used. In Group A, the story was orally told by the researchers in a colloquial manner, keeping the narrator role and the original structure proposed by the author. In Group B, the story was fully read. The book was projected onto a screen and read aloud so the students could follow the reading and observe the corresponding illustrations. Voice changing resources in the characters' dialogues were used. In the overall comparison, statistically significant results were found for moment (initial and final assessments) and for interaction between groups. It was observed that both groups presented substantial development from initial to final assessment. The Written Narratives Promotion Program based on the shared reading of children's storybooks constituted a more effective strategy than telling the stories using a single reader.

Exploring the elements of narrative that emerge in the interactions between an 8-year-old child who uses an AAC device and her teacher.

PubMed

Soto, Gloria; Hartmann, Elizabeth; Wilkins, David P

2006-12-01

Narrative abilities have been identified as a link to successful school achievement and, in particular, to the acquisition of literacy. Children who use AAC may be at risk of impaired narrative facility due to the differences in their language learning experiences, limitation of their AAC systems, and limitations from constrained access to physical and social environments. In this study, the elements of narrative that emerged in the interactions between an 8-year-old child who used an AAC device and her teacher are described. This assessment was achieved through use of the Narrative Assessment Profile (Bliss, McCabe, & Miranda, 1998) in the context of five tasks designed to elicit a spectrum of narrative features. Results indicate that the interactions between the child and her teacher made it difficult to assess whether or not the child had control of certain features of narrative. From a purely structural analysis, most narrative discourse dimensions appeared to be severely compromised and therefore in need of immediate intervention. Discussion includes aspects of narrative intervention and suggested topics for further research.

Narrative psychological content analysis as a tool for psychological status monitoring of crews in isolated, confined and extreme settings

NASA Astrophysics Data System (ADS)

Ehmann, B.; Balázs, L.; Fülöp, É.; Hargitai, R.; Kabai, P.; Péley, B.; Pólya, T.; Vargha, A.; László, J.

2011-05-01

This paper is about a pilot application of narrative psychological content analysis in the psychological status monitoring of Crew 71 of a space analog simulation environment, the Mars Desert Research Station (MDRS). Both the method and its theoretical framework, Scientific Narrative Psychology, are original developments by Hungarian psychologists [5] (László, 2008). The software was NooJ, a multilingual linguistic development environment [11] (Silberztein, 2008). Three measures were conceptualized and assessed: emotional status, team spirit and subjective physical comfort. The results showed the patterns of these three measures on a daily basis at group level, and allowed for detecting individual differences as well. The method is adaptable to languages involved in space psychology, e.g. Russian, French and German in addition to English.

Not Made for Defeat.

ERIC Educational Resources Information Center

Kugelmass, Judy W.

2000-01-01

An ethnically diverse elementary school committed to coteaching, narrative assessments, and a bias-free ambience performed poorly on 1996 statewide standardized assessments. Initially stymied by a new depersonalized district report card, teachers developed strategic compromises that accommodated the superintendent's bureaucratic directives and…

Narrative Policy Analysis and the Use of the Meta-Narrative in Participatory Policy Development within Higher Education

ERIC Educational Resources Information Center

Hampton, Greg

2011-01-01

Narrative policy analysis is examined for its contribution to participatory policy development within higher education. Within narrative policy analysis the meta-narrative is developed by the policy analyst in order to find a way to bridge opposing narratives. This development can be combined with participants deliberating in a policy process,…

What Do Medical Students Perceive as Meaningful in the Psychiatry Clerkship Learning Environment? A Content Analysis of Critical Incident Narratives.

PubMed

Gathright, Molly M; Thrush, Carol; Guise, J Benjamin; Krain, Lewis; Clardy, James

2016-04-01

In order to better understand the professional development of medical students during their psychiatry clerkship, this study identifies common themes and characteristics of students' critical incident narratives which are designed to capture a recount of clerkship experiences they perceived as meaningful. A total of 205 narratives submitted by psychiatry clerkship students in 2010-2011 were subjected to a thematic analysis using a methodological approach and adaptation of categories derived from prior similar research. Descriptive content analysis was also carried out to assess the valence of the narrative content, characters involved, and whether there was evidence that the experience changed students' perspectives in some way. Narratives contained a variety of positive (19%) and negative content (24%) and many contained a hybrid of both (57%). The most common theme (29%) concerned issues of respect and disrespect in patient, clinical, and coworker interactions. In general, the majority (68%) of students' meaningful experience narratives reflected a change in their perspective (e.g., I learned that...). Narratives containing positive and hybrid content were associated with a change in students' perspective (χ(2) = 10.61, df = 2, p < 0.005). Medical students are keenly aware of the learning environment. Positive and hybrid critical incident narratives were associated with a stated change in their beliefs, attitudes, or behaviors due to the experience. Understanding the events that are meaningful to students can also provide rich feedback to medical educators regarding the ways in which students perceive clinical learning environments and how to best foster their professional development.

The Value of Patient Narratives in the Assessment of Older Patients Presenting with Falls

PubMed Central

Wong, Carolyn; Hogan, David B.

2013-01-01

Background & Purpose Falls are a common and serious health problem experienced by older persons. The perception and interpretation of the fall experience can influence the long-term consequences of the event. In this pilot study, we explored whether there would be additional value in obtaining a patient narrative as part of the assessment of an older person who had fallen. Methods We conducted narrative interviews on a convenience sample of five older patients referred to the Calgary Fall Prevention Clinic (CFPC). Phenomena from the narratives were generated using original audio recordings. A focus group of four CFPC health professionals discussed similarities and differences between the narratives and the CFPC assessments conducted on these subjects without access to the narratives. Results Patient narratives revealed additional information about the person’s emotional response to their falls and overall health status, their strengths that could be utilized in implementing a care plan, and what they had done personally to prevent further falls. Conclusions Including patient narratives within standard fall-risk assessments could aid in understanding the emotional impact of falls on older patients and how they might respond to interventions. A challenge would be incorporating this within the time restraints of routine clinical practice. PMID:23737928

When Stories Don't Make Sense: Alternative Ways to Assess Young Children's Narratives in Social Contexts

ERIC Educational Resources Information Center

Kim, MinJeong; Covino, Katharine

2015-01-01

Assessing children's narratives through the lens of intertexual process makes visible children's funds of knowledge. The authors describe two interrelated alternative assessments that teachers can use to make sense of young children's narratives in classroom settings. Implications for promoting an intertextually-rich environment…

Maternal Depression, Family Functioning, and Child Outcomes: A Narrative Assessment.

ERIC Educational Resources Information Center

Dickstein, Susan; St. Andre, Martin; Sameroff, Arnold; Seifer, Ronald; Schiller, Masha

1999-01-01

Investigated differences in family narratives between mothers with and those without current depressive symptoms as an indicator of family functioning. Found that Family Narrative Consortium measures of narrative coherence distinguished level of symptom severity. Found that more coherent narratives were associated with marital satisfaction,…

Healthcare Providers' Responses to Narrative Communication About Racial Healthcare Disparities.

PubMed

Burgess, Diana J; Bokhour, Barbara G; Cunningham, Brooke A; Do, Tam; Gordon, Howard S; Jones, Dina M; Pope, Charlene; Saha, Somnath; Gollust, Sarah E

2017-10-25

We used qualitative methods (semi-structured interviews with healthcare providers) to explore: 1) the role of narratives as a vehicle for raising awareness and engaging providers about the issue of healthcare disparities and 2) the extent to which different ways of framing issues of race within narratives might lead to message acceptance for providers' whose preexisting beliefs about causal attributions might predispose them to resist communication about racial healthcare disparities. Individual interviews were conducted with 53 providers who had completed a prior survey assessing beliefs about disparities. Participants were stratified by the degree to which they believed providers contributed to healthcare inequality: low provider attribution (LPA) versus high provider attribution (HPA). Each participant read and discussed two differently framed narratives about race in healthcare. All participants accepted the "Provider Success" narratives, in which interpersonal barriers involving a patient of color were successfully resolved by the provider narrator, through patient-centered communication. By contrast, "Persistent Racism" narratives, in which problems faced by the patient of color were more explicitly linked to racism and remained unresolved, were very polarizing, eliciting acceptance from HPA participants and resistance from LPA participants. This study provides a foundation for and raises questions about how to develop effective narrative communication strategies to engage providers in efforts to reduce healthcare disparities.

Dynamic Assessment of Language Disabilities

ERIC Educational Resources Information Center

Martin, Deirdre

2015-01-01

The paper reports a study of a narrative-based Dynamic Assessment (DA) procedure developed in the USA that is used in the UK with children with developmental language disabilities. Three monolingual English children with language disabilities are assessed by a speech/language pathologist/therapist who is learning to work with DA in collaboration…

Kindergarten Predictors of Third Grade Writing

PubMed Central

Kim, Young-Suk; Al Otaiba, Stephanie; Wanzek, Jeanne

2015-01-01

The primary goal of the present study was to examine the relations of kindergarten transcription, oral language, word reading, and attention skills to writing skills in third grade. Children (N = 157) were assessed on their letter writing automaticity, spelling, oral language, word reading, and attention in kindergarten. Then, they were assessed on writing in third grade using three writing tasks – one narrative and two expository prompts. Children’s written compositions were evaluated in terms of writing quality (the extent to which ideas were developed and presented in an organized manner). Structural equation modeling showed that kindergarten oral language and lexical literacy skills (i.e., word reading and spelling) were independently predicted third grade narrative writing quality, and kindergarten literacy skill uniquely predicted third grade expository writing quality. In contrast, attention and letter writing automaticity were not directly related to writing quality in either narrative or expository genre. These results are discussed in light of theoretical and practical implications. PMID:25642118

Teacher Narratives and Student Engagement: Testing Narrative Engagement Theory in Drug Prevention Education

PubMed Central

Miller-Day, Michelle; Hecht, Michael L.; Krieger, Janice L.; Pettigrew, Jonathan; Shin, YoungJu; Graham, John

2015-01-01

Testing narrative engagement theory, this study examines student engagement and teachers’ spontaneous narratives told in a narrative-based drug prevention curriculum. The study describes the extent to which teachers share their own narratives in a narrative-based curriculum, identifies dominant narrative elements, forms and functions, and assesses the relationships among teacher narratives, overall lesson narrative quality, and student engagement. One hundred videotaped lessons of the keepin’ it REAL drug prevention curriculum were coded and the results supported the claim that increased narrative quality of a prevention lesson would be associated with increased student engagement. The quality of narrativity, however, varied widely. Implications of these results for narrative-based prevention interventions and narrative pedagogy are discussed. PMID:26690668

Assessing False-Belief Understanding in Children with Autism Using a Computer Application: A Pilot Study.

PubMed

Carlsson, Emilia; Miniscalco, Carmela; Gillberg, Christopher; Åsberg Johnels, Jakob

2018-03-26

We have developed a False-Belief (FB) understanding task for use on a computer tablet, trying to assess FB understanding in a less social way. It is based on classical FB protocols, and additionally includes a manipulation of language in an attempt to explore the facilitating effect of linguistic support during FB processing. Specifically, the FB task was presented in three auditory conditions: narrative, silent, and interference. The task was assumed to shed new light on the FB difficulties often observed in Autism Spectrum Disorder (ASD). Sixty-eight children with ASD (M = 7.5 years) and an age matched comparison group with 98 typically developing (TD) children were assessed with the FB task. The children with ASD did not perform above chance level in any condition, and significant differences in success rates were found between the groups in two conditions (silent and narrative), with TD children performing better. We discuss implications, limitations, and further developments.

Developing Climate Change Literacy With the Humanities: A Narrative Approach

NASA Astrophysics Data System (ADS)

Siperstein, S.

2015-12-01

Teaching the science and policy of climate change is necessary but insufficient for helping students to develop a robust climate literacy. Climate change educators must also teach students how to evaluate historical trends, to unpack the assumptions in shared cultural narratives, to grapple with ethical dilemmas, and more generally to traverse the turbulence of feeling that is a hallmark of living in a time of global climate chaos. In short, climate literacy must include the skills and strategies of the humanities, and specifically literary and cultural studies. After providing an overview of how literary and cultural studies scholars from around the world are developing innovative pedagogical methods for addressing climate change (drawing on the presenter's experience editing the forthcoming volume Teaching Climate Change in the Humanities), the presentation will then report on a specific Literary Genres course taught at the University of Oregon. The course, offered to undergraduate non-majors who entered the class with little or no knowledge of climate change, constituted a case study of action research into the transdisciplinary teaching of climate change. The presentation will thus draw on quantitative course assessments, student coursework, and the instructor's own experiences in arguing that three key narratives underpin the work we do as multidisciplinary climate change educators: narratives of observation, narratives of speculation, and narratives of conversion. That is, we guide students through the processes of witnessing climate change, imagining more just and sustainable futures, and by so doing, transforming themselves and their communities. In the particular Literary Genres course under consideration, students used the tools of literary and cultural studies first to analyze existing versions of these narratives and then to compose their own versions of these narratives based on their local communities and ecologies. In the context of multidisciplinary climate change education, one of the most important roles of the humanities is to empower students by giving them the critical and creative tools to tell their own climate stories.

Children's Comprehension and Local-to-Global Recall of Narrative and Expository Texts

ERIC Educational Resources Information Center

Romero, Fernando; Paris, Scott G.; Brem, Sarah K.

2005-01-01

We examined underlying mechanisms for comprehension differences across expository and narrative text while controlling for factors confounded in the extant literature. Fourth grade students (n=32) read both an expository and a narrative text, and completed both a local comprehension assessment, and a global retelling assessment for each text.…

The relationship between mother narrative style and child memory.

PubMed

Kayıran, Sinan Mahir; Cure, Sena

2011-07-26

The question of whether children and infants have memory capabilities similar to adults has long been of interest. Until recently, it was thought that compared to adults, infants have very limited memory processing abilities. Knowledge about factors affecting a child's memory abilities can help families (specifically mothers) behave in a manner that best benefits their children in language and memory skills. The present study examines one factor that may underlie a child's memory capabilities; namely the mother's narrative style. Convenience sampling was used to select participants. Forty healthy children (mean age of 31.55 months, range 25-37 months) and their mothers were entered into the study. All participants were native Turkish speakers, from similar socioeconomic status backgrounds. Memory was assessed by a modified version of the Magic Shrinking Machine. Narrative style was assessed by the mother "reading" a Frog Story; a picture book with no words in it. Children were then grouped according to their mother's level of narrative style. Children's language skills were measured via the Turkish form of the CDI (Communicative Development Inventory) which was translated to Turkish as TIGE. To explore the relationships between mothers' narrative styles and children's memory and language skills and between children's language skills and memory capabilities, linear regressions were run. There were no significant correlations among any comparisons (P > 0.05). Children's language skills do not improve according to their mothers' narrative styles, and children do not show better memory abilities when mothers use more words and longer sentences. In order to have a better understanding of these relationships, future research that includes several more variables is needed. Child; Mother; Memory; Narrative style.

Testimony in Narrative Educational Research: A Qualitative Interview, Narrative Analysis and Epistemological Evaluation

ERIC Educational Resources Information Center

Christopher, Justin

2017-01-01

The purpose of this study is to assess issues that arise in the context of epistemological claims in narrative educational research by means of narrative analysis and epistemological evaluation. The research questions which guided the study were: 1) To what extent is epistemology considered by narrative educational researchers?; 2) What issues do…

Using In-Training Evaluation Report (ITER) Qualitative Comments to Assess Medical Students and Residents: A Systematic Review.

PubMed

Hatala, Rose; Sawatsky, Adam P; Dudek, Nancy; Ginsburg, Shiphra; Cook, David A

2017-06-01

In-training evaluation reports (ITERs) constitute an integral component of medical student and postgraduate physician trainee (resident) assessment. ITER narrative comments have received less attention than the numeric scores. The authors sought both to determine what validity evidence informs the use of narrative comments from ITERs for assessing medical students and residents and to identify evidence gaps. Reviewers searched for relevant English-language studies in MEDLINE, EMBASE, Scopus, and ERIC (last search June 5, 2015), and in reference lists and author files. They included all original studies that evaluated ITERs for qualitative assessment of medical students and residents. Working in duplicate, they selected articles for inclusion, evaluated quality, and abstracted information on validity evidence using Kane's framework (inferences of scoring, generalization, extrapolation, and implications). Of 777 potential articles, 22 met inclusion criteria. The scoring inference is supported by studies showing that rich narratives are possible, that changing the prompt can stimulate more robust narratives, and that comments vary by context. Generalization is supported by studies showing that narratives reach thematic saturation and that analysts make consistent judgments. Extrapolation is supported by favorable relationships between ITER narratives and numeric scores from ITERs and non-ITER performance measures, and by studies confirming that narratives reflect constructs deemed important in clinical work. Evidence supporting implications is scant. The use of ITER narratives for trainee assessment is generally supported, except that evidence is lacking for implications and decisions. Future research should seek to confirm implicit assumptions and evaluate the impact of decisions.

Development of a Device for Objective Assessment of Tinnitus in Humans

DTIC Science & Technology

2015-10-01

AWARD NUMBER: W81XWH-14-2-0180 TITLE: Development of a Device for Objective Assessment of Tinnitus in Humans PRINCIPAL INVESTIGATOR: Jeremy G...5a. CONTRACT NUMBER Development of a Device for Objective Assessment of Tinnitus in Humans 5b. GRANT NUMBER W81XWH-14-2-0180 5c. PROGRAM ELEMENT...8 4 1. INTRODUCTION: Narrative that briefly (one paragraph) describes the subject, purpose and scope of the research. Tinnitus is the perception

Drama and Imagination: A Cognitive Theory of Drama's Effect on Narrative Comprehension and Narrative Production

ERIC Educational Resources Information Center

Mages, Wendy K.

2006-01-01

This article proposes a cognitive theory of how drama affects two aspects of language development: narrative comprehension and narrative production. It is a theoretical model that explicitly posits the role of the imagination in drama's potential to enhance the development of both narrative comprehension and narrative production. (Contains 2…

Development of Tools for the Rapid Assessment of Landslide Potential in Areas Exposed to Intense Storms, Earthquakes, and Other Triggering Mechanisms

NASA Astrophysics Data System (ADS)

Highland, Lynn

2014-05-01

Landslides frequently occur in connection with other types of hazardous phenomena such as earthquake or volcanic activity and intense rainstorms. Strong shaking, for example, often triggers extensive landslides in mountainous areas, which can then complicate response and compound socio-economic impacts over shaking losses alone. The U.S. Geological Survey (USGS) is exploring different ways to add secondary hazards to its Prompt Assessment of Global Earthquakes for Response (PAGER) system, which has been developed to deliver rapid earthquake impact and loss assessments following significant global earthquakes. The PAGER team found that about 22 percent of earthquakes with fatalities have deaths due to secondary causes, and the percentage of economic losses they incur has not been widely studied, but is probably significant. The current approach for rapid assessment and reporting of the potential and distribution of secondary earthquake-induced landslides involves empirical models that consider ground acceleration, slope, and rock-strength. A complementary situational awareness tool being developed is a region-specific landslide database for the U.S. The latter will be able to define, in a narrative form, the landslide types (debris flows, rock avalanches, shallow versus deep) that generally occur in each area, along with the type of soils, geology and meteorological effects that could have a bearing on soil saturation, and thus susceptibility. When a seismic event occurs in the U.S. and the PAGER system generates web-based earthquake information, these landslide narratives will simultaneously be made available, which will help in the assessment of the nature of landslides in that particular region. This landslide profile database could also be applied to landslide events that are not triggered by earthquake shaking, in conjunction with National Weather Service Alerts and other landslide/debris-flow alerting systems. Currently, prototypes are being developed for both the slope-based and the narrative assessment of landslide susceptibility and hazard.

Evaluation of Calipers II: Using Simulations to Assess Complex Learning Site Visit Findings. CRESST Report 821

ERIC Educational Resources Information Center

Matrundola, Deborah La Torre; Chang, Sandy; Herman, Joan

2012-01-01

The purpose of these case studies was to examine the ways technology and professional development supported the use of the SimScientists assessment systems. Qualitative research methodology was used to provide narrative descriptions of six classes implementing simulation-based assessments for either the topic of Ecosystems or Atoms and Molecules.…

Effectiveness of narrative pedagogy in developing student nurses' advocacy role.

PubMed

Gazarian, Priscilla K; Fernberg, Lauren M; Sheehan, Kelly D

2016-03-01

The literature and research on nursing ethics and advocacy has shown that generally very few nurses and other clinicians will speak up about an issue they have witnessed regarding a patient advocacy concern and that often advocacy in nursing is not learned until after students have graduated and begun working. To evaluate the effectiveness of narrative pedagogy on the development of advocacy in student nurses, as measured by the Protective Nursing Advocacy Scale. We tested the hypothesis that use of a narrative pedagogy assignment related to ethics would improve student nurse's perception of their advocacy role as measured by the Protective Nursing Advocacy Scale using a quasi-experimental nonrandomized study using a pre-test, intervention, post-test design. Data collection occurred during class time from October 2012 to December 2012. The Protective Nursing Advocacy Scale tool was administered to students in class to assess their baseline and was administered again at the completion of the educational intervention to assess whether narrative pedagogy was effective in developing the nursing student's perception of their role as a patient advocate. Students were informed that their participation was voluntary and that the data collected would be anonymous and confidential. The survey was not a graded assignment, and students did not receive any incentive to participate. The institutional review board of the college determined the study to be exempt from review. School of Nursing at a small liberal arts college in the Northeastern United States. A consecutive, nonprobability sample of 44 senior-level nursing students enrolled in their final nursing semester was utilized. Results indicated significant differences in student nurse's perception of their advocacy role related to environment and educational influences following an education intervention using an ethics digital story. Using the Protective Nursing Advocacy Scale, we were able to measure the effectiveness of narrative pedagogy on nursing student's perception of the nurse's advocacy role. © The Author(s) 2014.

Using narrative as a bridge: linking language processing models with real-life communication.

PubMed

Whitworth, Anne

2010-02-01

In chronic aphasia, maximizing generalization of improved language abilities from clinical tasks to everyday communication can require the same systematic planning process as the early stages of therapy, often drawing on additional areas of knowledge and successes from other clinical populations. The use of narrative structure is shown here to be a useful framework for building on the developments within sentence processing impairments in aphasia and creating a bridge to more real-life language tasks. An intervention based on narrative structure is described with two people with different language profiles and at different stages of the chronic aphasia spectrum. The insights gained in assessing language ability, underpinning intervention, and capturing therapeutic changes are demonstrated. Thieme Medical Publishers.

Four Notions on the Qualities of Cooperating Music Teachers

ERIC Educational Resources Information Center

Abramo, Joseph Michael; Campbell, Mark Robin

2016-01-01

This article develops criteria for the selection, professional development, and assessment of cooperating teachers through four "notions." These notions suggest that cooperating teachers might (1) possess knowledge of educational theory and practice; (2) understand the importance of context in education; (3) understand narrative's role…

Customizing clinical narratives for the electronic medical record interface using cognitive methods.

PubMed

Sharda, Pallav; Das, Amar K; Cohen, Trevor A; Patel, Vimla

2006-05-01

As healthcare practice transitions from paper-based to computer-based records, there is increasing need to determine an effective electronic format for clinical narratives. Our research focuses on utilizing a cognitive science methodology to guide the conversion of medical texts to a more structured, user-customized presentation in the electronic medical record (EMR). We studied the use of discharge summaries by psychiatrists with varying expertise-experts, intermediates, and novices. Experts were given two hypothetical emergency care scenarios with narrative discharge summaries and asked to verbalize their clinical assessment. Based on the results, the narratives were presented in a more structured form. Intermediate and novice subjects received a narrative and a structured discharge summary, and were asked to verbalize their assessments of each. A qualitative comparison of the interview transcripts of all subjects was done by analysis of recall and inference made with respect to level of expertise. For intermediate and novice subjects, recall was greater with the structured form than with the narrative. Novices were also able to make more inferences (not always accurate) from the structured form than with the narrative. Errors occurred in assessments using the narrative form but not the structured form. Our cognitive methods to study discharge summary use enabled us to extract a conceptual representation of clinical narratives from end-users. This method allowed us to identify clinically relevant information that can be used to structure medical text for the EMR and potentially improve recall and reduce errors.

Storybridging: Four Steps for Constructing Effective Health Narratives

ERIC Educational Resources Information Center

Boeijinga, Anniek; Hoeken, Hans; Sanders, José

2017-01-01

Objective: To develop a practical step-by-step approach to constructing narrative health interventions in response to the mixed results and wide diversity of narratives used in health-related narrative persuasion research. Method: Development work was guided by essential narrative characteristics as well as principles enshrined in the Health…

Protocol for a systematic review of the use of narrative storytelling and visual-arts-based approaches as knowledge translation tools in healthcare

PubMed Central

2013-01-01

Background The arts are powerful, accessible forms of communication that have the potential to impart knowledge by attracting interest and developing meaningful connections. Knowledge translation aims to reduce the ‘evidence-practice’ gap by developing, implementing and evaluating strategies designed to enhance awareness and promote behavior change congruent with research evidence. Increasingly, innovative approaches such as narrative storytelling and other arts-based interventions are being investigated to bridge the growing gap between practice and research. This study is the first to systematically identify and synthesize current research on narrative storytelling and visual art to translate and disseminate health research. Methods A health research librarian will develop and implement search strategies designed to identify relevant evidence. Studies will be included if they are primary research employing narrative storytelling and/or visual art as a knowledge translation strategy in healthcare. Two reviewers will independently perform study selection, quality assessment, and data extraction using standard forms. Disagreements will be resolved through discussion or third party adjudication. Data will be grouped and analyzed by research design, type of knowledge translation strategy (that is, a narrative or visual-arts-based approach), and target audience. An overall synthesis across all studies will be conducted. Discussion The findings from this research project will describe the ‘state of the science’ regarding the use of narrative storytelling and visual art as knowledge translation strategies. This systematic review will provide critical information for: (1) researchers conducting knowledge translation intervention studies; (2) nursing, medicine, and allied healthcare professionals; (3) healthcare consumers, including patients and families; and (4) decision makers and knowledge users who are charged to increase use of the latest research in healthcare settings. PMID:23514237

Protocol for a systematic review of the use of narrative storytelling and visual-arts-based approaches as knowledge translation tools in healthcare.

PubMed

Scott, Shannon D; Brett-MacLean, Pamela; Archibald, Mandy; Hartling, Lisa

2013-03-20

The arts are powerful, accessible forms of communication that have the potential to impart knowledge by attracting interest and developing meaningful connections. Knowledge translation aims to reduce the 'evidence-practice' gap by developing, implementing and evaluating strategies designed to enhance awareness and promote behavior change congruent with research evidence. Increasingly, innovative approaches such as narrative storytelling and other arts-based interventions are being investigated to bridge the growing gap between practice and research. This study is the first to systematically identify and synthesize current research on narrative storytelling and visual art to translate and disseminate health research. A health research librarian will develop and implement search strategies designed to identify relevant evidence. Studies will be included if they are primary research employing narrative storytelling and/or visual art as a knowledge translation strategy in healthcare. Two reviewers will independently perform study selection, quality assessment, and data extraction using standard forms. Disagreements will be resolved through discussion or third party adjudication. Data will be grouped and analyzed by research design, type of knowledge translation strategy (that is, a narrative or visual-arts-based approach), and target audience. An overall synthesis across all studies will be conducted. The findings from this research project will describe the 'state of the science' regarding the use of narrative storytelling and visual art as knowledge translation strategies. This systematic review will provide critical information for: (1) researchers conducting knowledge translation intervention studies; (2) nursing, medicine, and allied healthcare professionals; (3) healthcare consumers, including patients and families; and (4) decision makers and knowledge users who are charged to increase use of the latest research in healthcare settings.

The Contribution of Executive Functions to Narrative Writing in Fourth Grade Children

ERIC Educational Resources Information Center

Drijbooms, Elise; Groen, Margriet A.; Verhoeven, Ludo

2015-01-01

The present study investigated the contribution of executive functions to narrative writing in fourth grade children, and evaluated to what extent executive functions contribute differentially to different levels of narrative composition. The written skills of 102 Dutch children in fourth grade were assessed using a narrative picture-elicitation…

A Qualitative Analysis of Narrative Preclerkship Assessment Data to Evaluate Teamwork Skills.

PubMed

Dolan, Brigid M; O'Brien, Celia Laird; Cameron, Kenzie A; Green, Marianne M

2018-04-16

Construct: Students entering the health professions require competency in teamwork. Although many teamwork curricula and assessments exist, studies have not demonstrated robust longitudinal assessment of preclerkship students' teamwork skills and attitudes. Assessment portfolios may serve to fill this gap, but it is unknown how narrative comments within portfolios describe student teamwork behaviors. We performed a qualitative analysis of narrative data in 15 assessment portfolios. Student portfolios were randomly selected from 3 groups stratified by quantitative ratings of teamwork performance gathered from small-group and clinical preceptor assessment forms. Narrative data included peer and faculty feedback from these same forms. Data were coded for teamwork-related behaviors using a constant comparative approach combined with an identification of the valence of the coded statements as either "positive observation" or "suggestion for improvement." Eight codes related to teamwork emerged: attitude and demeanor, information facilitation, leadership, preparation and dependability, professionalism, team orientation, values team member contributions, and nonspecific teamwork comments. The frequency of codes and valence varied across the 3 performance groups, with students in the low-performing group receiving more suggestions for improvement across all teamwork codes. Narrative data from assessment portfolios included specific descriptions of teamwork behavior, with important contributions provided by both faculty and peers. A variety of teamwork domains were represented. Such feedback as collected in an assessment portfolio can be used for longitudinal assessment of preclerkship student teamwork skills and attitudes.

Research studies on patients' illness experience using the Narrative Medicine approach: a systematic review

PubMed Central

Fioretti, Chiara; Mazzocco, Ketti; Oliveri, Serena; Masiero, Marianna; Pravettoni, Gabriella

2016-01-01

Objective Since its birth about 30 years ago, Narrative Medicine approach has increased in popularity in the medical context as well as in other disciplines. This paper aims to review Narrative Medicine research studies on patients' and their caregivers' illness experience. Setting and participants MEDLINE, Psycinfo, EBSCO Psychological and Behavioural Science, The Cochrane Library and CINAHL databases were searched to identify all the research studies which focused on the Narrative Medicine approach reported in the title, in the abstract and in the keywords the words ‘Narrative Medicine’ or ‘Narrative-based Medicine’. Primary and secondary outcome measures: number of participants, type of disease, race and age of participants, type of study, dependent variables, intervention methods, assessment. Results Of the 325 titles screened, we identified 10 research articles fitting the inclusion criteria. Our systematic review showed that research on Narrative Medicine has no common specific methodology: narrative in Medicine is used as an intervention protocol as well as an assessment tool. Patients' characteristics, types of disease and data analysis procedures differ among the screened studies. Conclusions Narrative Medicine research in medical practice needs to find clear and specific protocols to deepen the impact of narrative on medical practice and on patients' lives. PMID:27417197

Perspective taking in children's narratives about jealousy.

PubMed

Aldrich, Naomi J; Tenenbaum, Harriet R; Brooks, Patricia J; Harrison, Karine; Sines, Jennie

2011-03-01

This study explored relationships between perspective-taking, emotion understanding, and children's narrative abilities. Younger (23 5-/6-year-olds) and older (24 7-/8-year-olds) children generated fictional narratives, using a wordless picture book, about a frog experiencing jealousy. Children's emotion understanding was assessed through a standardized test of emotion comprehension and their ability to convey the jealousy theme of the story. Perspective-taking ability was assessed with respect to children's use of narrative evaluation (i.e., narrative coherence, mental state language, supplementary evaluative speech, use of subjective language, and placement of emotion expression). Older children scored higher than younger children on emotion comprehension and on understanding the story's complex emotional theme, including the ability to identify a rival. They were more advanced in perspective-taking abilities, and selectively used emotion expressions to highlight story episodes. Subjective perspective taking and narrative coherence were predictive of children's elaboration of the jealousy theme. Use of supplementary evaluative speech, in turn, was predictive of both subjective perspective taking and narrative coherence. ©2010 The British Psychological Society.

Variation in narrative identity is associated with trajectories of mental health over several years.

PubMed

Adler, Jonathan M; Turner, Ariana F; Brookshier, Kathryn M; Monahan, Casey; Walder-Biesanz, Ilana; Harmeling, Luke H; Albaugh, Michelle; McAdams, Dan P; Oltmanns, Thomas F

2015-03-01

This article presents 2 longitudinal studies designed to assess the relationship between variability in narrative identity and trajectories of mental health over several years. In Study 1, core scenes from 89 late-mid-life adults' life stories were assessed for several narrative themes. Participants' mental health and physical health were assessed concurrently with the narratives and annually for the subsequent 4 years. Concurrent analyses indicated that the themes of agency, redemption, and contamination were significantly associated with mental health. Longitudinal analyses indicated that these same 3 themes were significantly associated with participants' trajectories of mental health over the course of 4 years. Exploratory analyses indicated that narratives of challenging experiences may be central to this pattern of results. In Study 2, similar longitudinal analyses were conducted on a sample of 27 late-mid-life adults who received a major physical illness diagnosis between the baseline assessment and 6 months later and a matched sample of 27 control participants who remained healthy throughout the study. Participants' mental health and physical health were assessed every 6 months for 2 years. In this study, the themes of agency, communion, redemption, and contamination in participants' life narratives collected at baseline (before any participant became sick) were significantly associated with mental health in the group of participants who went on to receive a medical diagnosis, but not in the control group. Taken together, the results of these 2 studies indicate that the way an individual constructs personal narratives may impact his or her trajectory of mental health over time. PsycINFO Database Record (c) 2015 APA, all rights reserved.

Variation in Narrative Identity is Associated with Trajectories of Mental Health over Several Years

PubMed Central

Adler, Jonathan M.; Turner, Ariana F.; Brookshier, Kathryn M.; Monahan, Casey; Walder-Biesanz, Ilana; Harmeling, Luke H.; Albaugh, Michelle; McAdams, Dan P.; Oltmanns, Thomas F.

2015-01-01

This paper presents two longitudinal studies designed to assess the relationship between variability in narrative identity and trajectories of mental health over several years. In Study 1, core scenes from 89 late-mid-life adults’ life stories were assessed for several narrative themes. Participants’ mental health and physical health were assessed concurrently with the narratives and once a year for the subsequent four years. Concurrent analyses indicated that the themes of agency, redemption, and contamination were significantly associated with mental (but not physical) health. Longitudinal analyses indicated that these same three themes were significantly associated with participants’ trajectories of mental health over the course of four years. Exploratory analyses indicated that narratives of challenging experiences may be central to this pattern of results. In Study 2, similar longitudinal analyses were conducted on a sample of 27 late-mid-life adults who received a major physical illness diagnosis between the baseline assessment and six months later and a matched sample of 27 control participants who remained healthy throughout the study. Participants’ mental health and physical health were assessed every six months for two years. In this tightly controlled study, the themes of agency, communion, redemption, and contamination in participants’ life narratives collected at Baseline (before any participant got sick) were significantly positively associated with mental health in the group of participants who went on to receive a medical diagnosis, but not in the control group. Taken together, the results of these two studies indicate that the way an individual constructs personal narratives may impact his or her trajectory of mental health over time. PMID:25751718

A narrative analysis of spiritual distress in geriatric physical rehabilitation.

PubMed

Mundle, Robert

2015-03-01

Drawing upon narrative data generated in a semi-structured interview with an 82-year-old female patient in geriatric physical rehabilitation, this clinical case study provides a detailed example of recognizing, assessing, and addressing spiritual distress as a symptom of physical pain. Data analysis focused on narrative content as well as on the interactive and performative aspects of narrating spiritual health issues in a close reading of two "attachment narratives." Results support the "narrative turn" in healthcare, including the therapeutic benefits of empathic listening as "narrative care" in geriatric rehabilitation and in healthcare in general. © The Author(s) 2015.

Narrative and emotion process in psychotherapy: an empirical test of the Narrative-Emotion Process Coding System (NEPCS).

PubMed

Boritz, Tali Z; Bryntwick, Emily; Angus, Lynne; Greenberg, Leslie S; Constantino, Michael J

2014-01-01

While the individual contributions of narrative and emotion processes to psychotherapy outcome have been the focus of recent interest in psychotherapy research literature, the empirical analysis of narrative and emotion integration has rarely been addressed. The Narrative-Emotion Processes Coding System (NEPCS) was developed to provide researchers with a systematic method for identifying specific narrative and emotion process markers, for application to therapy session videos. The present study examined the relationship between NEPCS-derived problem markers (same old storytelling, empty storytelling, unstoried emotion, abstract storytelling) and change markers (competing plotlines storytelling, inchoate storytelling, unexpected outcome storytelling, and discovery storytelling), and treatment outcome (recovered versus unchanged at therapy termination) and stage of therapy (early, middle, late) in brief emotion-focused (EFT), client-centred (CCT), and cognitive (CT) therapies for depression. Hierarchical linear modelling analyses demonstrated a significant Outcome effect for inchoate storytelling (p = .037) and discovery storytelling (p = .002), a Stage × Outcome effect for abstract storytelling (p = .05), and a Stage × Outcome × Treatment effect for competing plotlines storytelling (p = .001). There was also a significant Stage × Outcome effect for NEPCS problem markers (p = .007) and change markers (p = .03). The results provide preliminary support for the importance of assessing the contribution of narrative-emotion processes to efficacious treatment outcomes in EFT, CCT, and CT treatments of depression.

Body composition and functional assessment of nutritional status in adults: a narrative review of imaging, impedance, strength and functional techniques.

PubMed

Smith, S; Madden, A M

2016-12-01

The accurate and valid assessment of body composition is essential for the diagnostic evaluation of nutritional status, identifying relevant outcome measures, and determining the effectiveness of current and future nutritional interventions. Developments in technology and our understanding of the influences of body composition on risk and outcome will provide practitioners with new opportunities to enhance current practice and to lead future improvements in practice. This is the second of a two-part narrative review that aims to critically evaluate body composition methodology in diverse adult populations, with a primary focus on its use in the assessment and monitoring of under-nutrition. Part one focused on anthropometric variables [Madden and Smith (2016) J Hum Nutr Diet 29: 7-25] and part two focuses on the use of imaging techniques, bioelectrical impedance analysis, markers of muscle strength and functional status, with particular reference to developments relevant to practice. © 2016 The British Dietetic Association Ltd.

Explicit Oral Narrative Intervention for Students with Williams Syndrome

PubMed Central

Diez-Itza, Eliseo; Martínez, Verónica; Pérez, Vanesa; Fernández-Urquiza, Maite

2018-01-01

Narrative skills play a crucial role in organizing experience, facilitating social interaction and building academic discourse and literacy. They are at the interface of cognitive, social, and linguistic abilities related to school engagement. Despite their relative strengths in social and grammatical skills, students with Williams syndrome (WS) do not show parallel cognitive and pragmatic performance in narrative generation tasks. The aim of the present study was to assess retelling of a TV cartoon tale and the effect of an individualized explicit instruction of the narrative structure. Participants included eight students with WS who attended different special education levels. Narratives were elicited in two sessions (pre and post intervention), and were transcribed, coded and analyzed using the tools of the CHILDES Project. Narratives were coded for productivity and complexity at the microstructure and macrostructure levels. Microstructure productivity (i.e., length of narratives) included number of utterances, clauses, and tokens. Microstructure complexity included mean length of utterances, lexical diversity and use of discourse markers as cohesive devices. Narrative macrostructure was assessed for textual coherence through the Pragmatic Evaluation Protocol for Speech Corpora (PREP-CORP). Macrostructure productivity and complexity included, respectively, the recall and sequential order of scenarios, episodes, events and characters. A total of four intervention sessions, lasting approximately 20 min, were delivered individually once a week. This brief intervention addressed explicit instruction about the narrative structure and the use of specific discourse markers to improve cohesion of story retellings. Intervention strategies included verbal scaffolding and modeling, conversational context for retelling the story and visual support with pictures printed from the cartoon. Results showed significant changes in WS students’ retelling of the story, both at macro- and microstructure levels, when assessed following a 2-week interval. Outcomes were better in microstructure than in macrostructure, where sequential order (i.e., complexity) did not show significant improvement. These findings are consistent with previous research supporting the use of explicit oral narrative intervention with participants who are at risk of school failure due to communication impairments. Discussion focuses on how assessment and explicit instruction of narrative skills might contribute to effective intervention programs enhancing school engagement in WS students. PMID:29379455

Listening with a narrative ear: Insights from a study of fall stories in older adults.

PubMed

Pereles, Laurie; Jackson, Roberta; Rosenal, Tom; Nixon, Lara

2017-01-01

To determine the value of adding a patient narrative to the clinical assessment of falls in the elderly. Qualitative study of interviews. A fall prevention clinic in Calgary, Alta. Fifteen older adults on a wait list for assessment by the fall clinic and the physiotherapists who assessed them. Participants' stories were audiorecorded and later transcribed and summarized. Stories were collected using open-ended questions, first inviting participants to tell the interviewer about themselves, and then the circumstances of their falls and their reflections on them. In a subsequent visit, transcriptions or summaries were returned to patients for member checking. Narratives were read and analyzed by all 4 investigators using a narrative approach and a close-reading technique. With the patients' additional consent, stories were shared with the fall prevention team for their insights and reactions. Interviews with physiotherapists were audiorecorded and transcribed. The narrative analysis provided new insights into the attitudes about and perceptions of the causes of falls, their effects, and rehabilitation. Close reading exposed presentation of self, locus of control, and underlying social and emotional issues. The addition of patient narratives to clinical assessments offers clinicians an understanding of patients' perspectives, which can be used to better engage patients in rehabilitation. Copyright© the College of Family Physicians of Canada.

Relationships between narrative language samples and norm-referenced test scores in language assessments of school-age children.

PubMed

Danahy Ebert, Kerry; Scott, Cheryl M

2014-10-01

Both narrative language samples and norm-referenced language tests can be important components of language assessment for school-age children. The present study explored the relationship between these 2 tools within a group of children referred for language assessment. The study is a retrospective analysis of clinical records from 73 school-age children. Participants had completed an oral narrative language sample and at least one norm-referenced language test. Correlations between microstructural language sample measures and norm-referenced test scores were compared for younger (6- to 8-year-old) and older (9- to 12-year-old) children. Contingency tables were constructed to compare the 2 types of tools, at 2 different cutpoints, in terms of which children were identified as having a language disorder. Correlations between narrative language sample measures and norm-referenced tests were stronger for the younger group than the older group. Within the younger group, the level of language assessed by each measure contributed to associations among measures. Contingency analyses revealed moderate overlap in the children identified by each tool, with agreement affected by the cutpoint used. Narrative language samples may complement norm-referenced tests well, but age combined with narrative task can be expected to influence the nature of the relationship.

Listening with a narrative ear

PubMed Central

Pereles, Laurie; Jackson, Roberta; Rosenal, Tom; Nixon, Lara

2017-01-01

Abstract Objective To determine the value of adding a patient narrative to the clinical assessment of falls in the elderly. Design Qualitative study of interviews. Setting A fall prevention clinic in Calgary, Alta. Participants Fifteen older adults on a wait list for assessment by the fall clinic and the physiotherapists who assessed them. Methods Participants’ stories were audiorecorded and later transcribed and summarized. Stories were collected using open-ended questions, first inviting participants to tell the interviewer about themselves, and then the circumstances of their falls and their reflections on them. In a subsequent visit, transcriptions or summaries were returned to patients for member checking. Narratives were read and analyzed by all 4 investigators using a narrative approach and a close-reading technique. With the patients’ additional consent, stories were shared with the fall prevention team for their insights and reactions. Interviews with physiotherapists were audiorecorded and transcribed. Main findings The narrative analysis provided new insights into the attitudes about and perceptions of the causes of falls, their effects, and rehabilitation. Close reading exposed presentation of self, locus of control, and underlying social and emotional issues. Conclusion The addition of patient narratives to clinical assessments offers clinicians an understanding of patients’ perspectives, which can be used to better engage patients in rehabilitation. PMID:28115459

Narrative skills in deaf children who use spoken English: Dissociations between macro and microstructural devices.

PubMed

Jones, -A C; Toscano, E; Botting, N; Marshall, C-R; Atkinson, J R; Denmark, T; Herman, -R; Morgan, G

2016-12-01

Previous research has highlighted that deaf children acquiring spoken English have difficulties in narrative development relative to their hearing peers both in terms of macro-structure and with micro-structural devices. The majority of previous research focused on narrative tasks designed for hearing children that depend on good receptive language skills. The current study compared narratives of 6 to 11-year-old deaf children who use spoken English (N=59) with matched for age and non-verbal intelligence hearing peers. To examine the role of general language abilities, single word vocabulary was also assessed. Narratives were elicited by the retelling of a story presented non-verbally in video format. Results showed that deaf and hearing children had equivalent macro-structure skills, but the deaf group showed poorer performance on micro-structural components. Furthermore, the deaf group gave less detailed responses to inferencing probe questions indicating poorer understanding of the story's underlying message. For deaf children, micro-level devices most strongly correlated with the vocabulary measure. These findings suggest that deaf children, despite spoken language delays, are able to convey the main elements of content and structure in narrative but have greater difficulty in using grammatical devices more dependent on finer linguistic and pragmatic skills. Crown Copyright © 2016. Published by Elsevier Ltd. All rights reserved.

Idea density in the life-stories of people with schizophrenia: Associations with narrative qualities and psychiatric symptoms.

PubMed

Moe, Aubrey M; Breitborde, Nicholas J K; Shakeel, Mohammed K; Gallagher, Colin J; Docherty, Nancy M

2016-04-01

Disordered speech and language deficits are well-documented in schizophrenia-spectrum disorders. Researchers often assess speech samples using manualized rating systems, though recently computerized language assessment methods have been used more frequently in the study of speech from people with schizophrenia. Most typically, these computerized assessments measure aspects of expressivity (i.e., pause durations, prosody) or use word-count technology; less attention has focused on similar methods that can capture more sophisticated aspects of linguistic complexity (e.g., idea density). The primary objective of the present study was to assess idea density - via a computerized measure - in the life-story narratives of people with schizophrenia (n=32) compared to a group of community control participants (n=15). In the schizophrenia group, we also examined associations between idea density, narrative qualities rated via a manualized measure, and psychiatric symptoms. Our findings indicate that idea density is diminished in individuals with schizophrenia compared to controls. Further, our results suggest that though people with schizophrenia with richer idea density tended to have more developed insight into illness, they also had higher levels of depression, anxiety, and avolition. Implications of these results and suggestions for future research are discussed. Copyright © 2016 Elsevier B.V. All rights reserved.

Convergent Validity of the Early Memory Index in Two Primary Care Samples.

PubMed

Porcerelli, John H; Cogan, Rosemary; Melchior, Katherine A; Jasinski, Matthew J; Richardson, Laura; Fowler, Shannon; Morris, Pierre; Murdoch, William

2016-01-01

Karliner, Westrich, Shedler, and Mayman (1996) developed the Early Memory Index (EMI) to assess mental health, narrative coherence, and traumatic experiences in reports of early memories. We assessed the convergent validity of EMI scales with data from 103 women from an urban primary care clinic (Study 1) and data from 48 women and 24 men from a suburban primary care clinic (Study 2). Patients provided early memory narratives and completed self-report measures of psychopathology, trauma, and health care utilization. In both studies, lower scores on the Mental Health scale and higher scores on the Traumatic Experiences scale were related to higher scores on measures of psychopathology and childhood trauma. Less consistent associations were found between the Mental Health and Traumatic Experiences scores and measures of health care utilization. The Narrative Coherence scale showed inconsistent relationships across measures in both samples. In analyses assessing the overall fit between hypothesized and actual correlations between EMI scores and measures of psychopathology, severity of trauma symptoms, and health care utilization, the Mental Health scale of the EMI demonstrated stronger convergent validity than the EMI Traumatic Experiences scale. The results provide support for the convergent validity of the Mental Health scale of the EMI.

Narrative means to manage responsibility in life narratives across adolescence.

PubMed

De Silveira, Cybèle; Habermas, Tilmann

2011-01-01

Adolescence is a passage from dependence to adult responsibility. Alongside identity development, social-cognitive development, and the ability to construct a life story, adolescents become increasingly aware of both their potential responsibility in an expanded sphere of life and of complex, contextual influences on their lives. This was partially tested in a cross-sectional study, both in terms of linguistic means and content expressed in life narratives. Indicators were defined for narrative agency, grading of responsibility, serendipity, and turning points, and tested for age differences in relative frequencies in 102 life narratives from age groups of 8, 12, 16, and 20 years, balanced for gender. Narrative grading of responsibility, serendipity, and turning points increased throughout adolescence. The relative frequency of narrative agency, in contrast, remained constant across age groups. Results are interpreted in the context of adolescent development of narrative identity.

Integrated narrative assessment exemplification: a leukaemia case history.

PubMed

Artioli, Giovanna; Foà, Chiara; Cosentino, Chiara; Sollami, Alfonso; Taffurelli, Chiara

2017-07-18

In the Integrated Narrative Nursing Assessment (INNA), the Evidence-Based Nursing Model is integrated with the Narrative-Based Nursing Model. The INNA makes use of quantitative instruments, arising from the natural sciences as well as of qualitative ones, arising from the human achieving results of standardization and reproducibility, as well as of customization and uniqueness. Accordingly, the purpose of this work is to exemplify the thinking process of and the method adopted by a nurse adopting an integrated narrative assessment in the evaluation of a patient. The patient suffered from acute myeloid leukaemia, treated with chemotherapy. Her nurse worked in a haematology ward in a North Italy Hospital. The nurse had previous experience in conducting the assessment according to INNA. Based on patient's characteristics, the nurse chose to use the narration (to explore needs from their subjective perception) and the scales (to measure them objectively) among the various assessment instruments provided by the INNA. The resultant integrated outcomes helped the nurse to have a comprehensive overview of the person's health-care needs and their connections. These outcomes derive from the integration of narrative information with those obtained from the scales, which in this paper have shown consistent results. It is very difficult to reach this complexity by considering qualitative and quantitative assessment strategies as mutually foreclosing, given that both emerged as being very useful in identifying, understanding and measuring the needs of the assisted person. Then they both could be used to design a customized intervention, encouraging new connections between disease, illness, sickness and everyday life.

Storybridging: Four steps for constructing effective health narratives

PubMed Central

Boeijinga, Anniek; Hoeken, Hans; Sanders, José

2017-01-01

Objective: To develop a practical step-by-step approach to constructing narrative health interventions in response to the mixed results and wide diversity of narratives used in health-related narrative persuasion research. Method: Development work was guided by essential narrative characteristics as well as principles enshrined in the Health Action Process Approach. Results: The ‘storybridging’ method for constructing health narratives is described as consisting of four concrete steps: (a) identifying the stage of change, (b) identifying the key elements, (c) building the story, and (d) pre-testing the story. These steps are illustrated by means of a case study in which an effective narrative health intervention was developed for Dutch truck drivers: a high-risk, underprivileged occupational group. Conclusion: Although time and labour intensive, the Storybridging approach suggests integrating the target audience as an important stakeholder throughout the development process. Implications and recommendations are provided for health promotion targeting truck drivers specifically and for constructing narrative health interventions in general. PMID:29276232

The use of narrative sampling in the assessment of social cognition: the Narrative of Emotions Task (NET).

PubMed

Buck, Benjamin; Ludwig, Kelsey; Meyer, Piper S; Penn, David L

2014-07-30

Social cognitive deficits in schizophrenia are well documented and related to functional outcome. Current social cognition measures are often not psychometrically validated, too heterogeneous for standardization, and focus principally on one domain of social cognition rather than the simultaneous activation of multiple domains. Also, few if any allow for personalization of stimuli and interpretation of personally evocative events. An alternative methodology that addresses these limitations is the analysis of samples of personal narratives. The present study evaluates the psychometric properties of a measure called the Narrative of Emotions Task (NET). The NET was used to assess the performance of participants with a diagnosis of schizophrenia or schizoaffective disorder and nonclinical controls. Use of the NET revealed significant impairments in the emotional narratives of participants with schizophrenia. Various NET indices were significantly related to current measures of theory of mind and emotion perception, as well as a social skills role-play, but were not related to measures of attributional style or clinician-rated functioning scales. Overall, the NET׳s psychometric properties justify further use of the narrative sampling method of social cognition assessment in this population. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

The use of narrative sampling in the assessment of social cognition: The Narrative of Emotions Task (NET)

PubMed Central

Buck, Benjamin; Ludwig, Kelsey; Penn, David L.

2014-01-01

Social cognitive deficits in schizophrenia are well documented and related to functional outcome. Current social cognition measures are often not psychometrically validated, too heterogeneous for standardization, and focus principally on one domain of social cognition rather than the simultaneous activation of multiple domains. Also, few if any allow for personalization of stimuli and interpretation of personally evocative events. An alternative methodology that addresses these limitations is the analysis of samples of personal narratives. The present study evaluates the psychometric properties of a measure called the Narrative of Emotions Task (NET). The NET was used to assess the performance of participants with a diagnosis of schizophrenia or schizoaffective disorder and nonclinical controls. Use of the NET revealed significant impairments in the emotional narratives of participants with schizophrenia. Various NET indices were significantly related to current measures of theory of mind and emotion perception, as well as a social skills role-play, but were not related to measures of attributional style or clinician-rated functioning scales. Overall, the NET's psychometric properties justify further use of the narrative sampling method of social cognition assessment in this population. PMID:24726270

Examining Samoan Language Development in Samoan Bilingual Students' Understanding of Texts in English

ERIC Educational Resources Information Center

Amituanai-Toloa, Meaola; McNaughton, Stuart; Kuin Lai, Mei

2009-01-01

This paper examines language development of Samoan students in bilingual contexts in Aotearoa, New Zealand. In the absence of valid and standardized assessments tools in Samoan, one was designed to test reading comprehension and oral language development for Samoan students using common narratives as a base. For reading comprehension, the tool…

Evaluating Mediated Perception of Narrative Health Messages: The Perception of Narrative Performance Scale

PubMed Central

Lee, Jeong Kyu; Hecht, Michael L.; Miller-Day, Michelle; Elek, Elvira

2011-01-01

Narrative media health messages have proven effective in preventing adolescents’ substance use but as yet few measures exist to assess perceptions of them. Without such a measure it is difficult to evaluate the role these messages play in health promotion or to differentiate them from other message forms. In response to this need, a study was conducted to evaluate the Perception of Narrative Performance Scale that assesses perceptions of narrative health messages. A sample of 1185 fifth graders in public schools at Phoenix, Arizona completed a questionnaire rating of two videos presenting narrative substance use prevention messages. Confirmatory factor analyses were computed to identify the factor structure of the scale. Consistent with prior studies, results suggest a 3 factor structure for the Perception of Narrative Performance Scale: interest, realism, and identification (with characters). In addition, a path analysis was performed to test the predictive power of the scale. The analysis shows that the scale proves useful in predicting intent to use substances. Finally, practical implications and limitations are discussed. PMID:21822459

Narrative Generates a Learning Spiral in Education: Recognition, Reflection, and Reconstruction

ERIC Educational Resources Information Center

Liu, Xueyang

2015-01-01

The narrative form is everywhere. It can be as common as our daily stories and as significant as a great novel. Narrating can be a process of self-assessment and introspection around a certain theme. In this sense it is important in education. In this paper I argue that people learn not only by listening to narrative but also by teaching others…

To Infinity and Beyond: Using a Narrative Approach to Identify Training Needs for Unknown and Dynamic Situations

ERIC Educational Resources Information Center

Dachner, Alison M.; Saxton, Brian M.; Noe, Raymond A.; Keeton, Kathryn E.

2013-01-01

Training effectiveness depends on conducting a thorough needs assessment. Traditional needs assessment methods are insufficient for today's business environment characterized by rapid pace, risk, and uncertainty. To overcome the deficiencies of traditional needs assessment methods, a narrative-based unstructured interview approach with subject…

Dynamic Assessment of School-Age Children's Narrative Ability: An Experimental Investigation of Classification Accuracy

ERIC Educational Resources Information Center

Pena, Elizabeth D.; Gillam, Ronald B.; Malek, Melynn; Ruiz-Felter, Roxanna; Resendiz, Maria; Fiestas, Christine; Sabel, Tracy

2006-01-01

Two experiments examined reliability and classification accuracy of a narration-based dynamic assessment task. Purpose: The first experiment evaluated whether parallel results were obtained from stories created in response to 2 different wordless picture books. If so, the tasks and measures would be appropriate for assessing pretest and posttest…

The complexity of narrative interferes in the use of conjunctions in children with specific language impairment.

PubMed

Gonzalez, Deborah Oliveira; Cáceres, Ana Manhani; Bento-Gaz, Ana Carolina Paiva; Befi-Lopes, Debora Maria

2012-01-01

To verify the use of conjunctions in narratives, and to investigate the influence of stimuli's complexity over the type of conjunctions used by children with specific language impairment (SLI) and children with typical language development. Participants were 40 children (20 with typical language development and 20 with SLI) with ages between 7 and 10 years, paired by age range. Fifteen stories with increasing of complexity were used to obtain the narratives; stories were classified into mechanical, behavioral and intentional, and each of them was represented by four scenes. Narratives were analyzed according to occurrence and classification of conjunctions. Both groups used more coordinative than subordinate conjunctions, with significant decrease in the use of conjunctions in the discourse of SLI children. The use of conjunctions varied according to the type of narrative: for coordinative conjunctions, both groups differed only between intentional and behavioral narratives, with higher occurrence in behavioral ones; for subordinate conjunctions, typically developing children's performance did not show differences between narratives, while SLI children presented fewer occurrences in intentional narratives, which was different from other narratives. Both groups used more coordinative than subordinate conjunctions; however, typically developing children presented more conjunctions than SLI children. The production of children with SLI was influenced by stimulus, since more complex narratives has less use of subordinate conjunctions.

Entertainment-Education Narrative Versus Nonnarrative Interventions to Educate and Motivate Latinas to Engage in Mammography Screening.

PubMed

Borrayo, Evelinn A; Rosales, Monica; Gonzalez, Patricia

2017-06-01

The evidence is limited comparing the effects of entertainment-education (E-E) narrative versus nonnarrative interventions to educate and motivate Latinas to engage in mammography screening. This study compared an E-E narrative intervention to two nonnarrative interventions' effects among Latinas on breast cancer knowledge and motivation, as measured by changes in self-efficacy, behavioral norms, and behavioral intentions to engage in mammography screening. A sample of 141 Spanish-speaking Latinas was randomly assigned to one of three arms: an E-E narrative video, a nonnarrative educational video, and printed educational materials. Using a repeated measures design, the influence of the E-E narrative on pretest to posttest measures was assessed and compared to the influence of the other two interventions. The E-E narrative and nonnarrative interventions significantly increased Latinas' breast cancer knowledge, mammography self-efficacy, and behavioral norms from pretest to posttest. However, the E-E narrative participants' pretest to posttest difference in mammography self-efficacy was significantly higher when compared to the difference of the other two interventions. The effect of the E-E narrative intervention on self-efficacy and behavioral norms was moderated by the participants' absorption in the story and identification with the story characters. E-E narrative and nonnarrative interventions significantly educated and motivated Latinas to engage in mammography screening. The effects on mammography self-efficacy, an important precursor to behavior change, can be more strongly influenced by E-E narratives. Although E-E narrative and nonnarrative interventions were effective, the need still exists to assess if they can ultimately influence lifesaving breast cancer screening behaviors.

Identity development in cultural context: The role of deviating from master narratives.

PubMed

McLean, Kate C; Lilgendahl, Jennifer P; Fordham, Chelsea; Alpert, Elizabeth; Marsden, Emma; Szymanowski, Kathryn; McAdams, Dan P

2017-08-18

The great majority of research on identity and personality development has focused on individual processes of development, to the relative neglect of the cultural context of development. We employ a recently articulated framework for the examination of identity development in context, centered on the construct of master narratives, or culturally shared stories. Across four studies, we asked emerging and midlife adults (N = 512) to narrate personal experiences of deviations from these master narratives. Across three quantitative studies, we show that (a) those who elaborated their deviation experiences were more likely to be in structurally marginalized positions in society (e.g., ethnic or sexual minorities); (b) those who elaborated an empowering alternative to the master narrative were more likely to be engaged in identity processes; and (c) master narratives maintain their rigidity by the frequency of their use. In study 4, using qualitative analyses, we illustrate the rigidity of master narratives, as well as the degree to which they take shape in social and group experiences. These studies emphasize the importance of cultural context in considering personality and identity development. © 2017 Wiley Periodicals, Inc.

Fluency Patterns in Narratives from Children with Localization Related Epilepsy

PubMed Central

Steinberg, Mara E.; Ratner, Nan Bernstein; Gaillard, William; Berl, Madison

2013-01-01

This study assessed the relationship between fluency and language demand in children with epilepsy, a group known to demonstrate depressed language skills. Disfluency type and frequencies were analyzed in elicited narratives from 52 children. Half of these children had localization-related epilepsy (CWE), while the others were age- and gender-matched typically developing (TD) peers. CWE were found to be significantly more disfluent overall than their matched TD peers during narrative productions, and demonstrated a higher proportion of stutter-like disfluencies, particularly prolongations. The current study adds to an emerging literature that has found depressed language skills and listener perceptions of verbal ability in children with chronic seizure activity, and contributes to the small but growing literature that suggests that disfluency during spoken language tasks may be a subtle marker of expressive language impairment. PMID:23773671

Narrative Skills of Children with Communication Impairments

ERIC Educational Resources Information Center

Norbury, Courtenay Frazier; Bishop, Dorothy V. M.

2003-01-01

Background: Narrative assessment is sensitive to the communication impairments of children with specific language impairment and those with autistic spectrum disorders. Although both groups of children tend to show deficits in narrative, it is unclear whether these deficits are qualitatively different and how language and pragmatic ability may…

From novice to master surgeon: improving feedback with a descriptive approach to intraoperative assessment.

PubMed

Huang, Emily; Wyles, Susannah M; Chern, Hueylan; Kim, Edward; O'Sullivan, Patricia

2016-07-01

A developmental and descriptive approach to assessing trainee intraoperative performance was explored. Semistructured interviews with 20 surgeon educators were recorded, transcribed, deidentified, and analyzed using a grounded theory approach to identify emergent themes. Two researchers independently coded the transcripts. Emergent themes were also compared to existing theories of skill acquisition. Surgeon educators characterized intraoperative surgical performance as an integrated practice of multiple skill categories and included anticipating, planning for contingencies, monitoring progress, self-efficacy, and "working knowledge." Comments concerning progression through stages, broadly characterized as "technician," "anatomist," "anticipator," "strategist," and "executive," formed a narrative about each stage of development. The developmental trajectory with narrative, descriptive profiles of surgeons working toward mastery provide a standardized vocabulary for communicating feedback, while fostering reflection on trainee progress. Viewing surgical performance as integrated practice rather than the conglomerate of isolated skills enhances authentic assessment. Copyright © 2015 Elsevier Inc. All rights reserved.

Narrative Development in Adolescents and Young Adults with Fragile X Syndrome

ERIC Educational Resources Information Center

Keller-Bell, Yolanda D.; Abbeduto, Leonard D.

2007-01-01

The narratives of 18 adolescents and young adults with fragile X syndrome were compared to those of 23 adolescents with Down syndrome and 21 typically developing children matched for nonverbal MA. Narratives were elicited using a wordless picture book and analyzed for use of narrative evaluation, linguistic productivity, and complexity. Results…

Narrative Development in Monolingual Spanish-Speaking Preschool Children

ERIC Educational Resources Information Center

Castilla-Earls, Anny; Petersen, Douglas; Spencer, Trina; Hammer, Krista

2015-01-01

Research Findings: The purpose of this study was to describe differences in the narratives produced by 3-, 4-, and 5- year old Spanish-speaking (SS) children. Narrative productions of 104 typically developing children were collected using a story-retelling task and coded using the Index of Narrative Complexity. The results of this study indicate…

Synchronous Computer-Mediated Dynamic Assessment: A Case Study of L2 Spanish Past Narration

ERIC Educational Resources Information Center

Darhower, Mark Anthony

2014-01-01

In this study, dynamic assessment is employed to help understand the developmental processes of two university Spanish learners as they produce a series of past narrations in a synchronous computer mediated environment. The assessments were conducted in six weekly one-hour chat sessions about various scenes of a Spanish language film. The analysis…

The influence of narrative risk communication on feelings of cancer risk.

PubMed

Janssen, Eva; van Osch, Liesbeth; de Vries, Hein; Lechner, Lilian

2013-05-01

Evidence is accumulating for the importance of feelings of risk in explaining cancer preventive behaviours, but best practices for influencing these feelings are limited. The aim of this experimental study was to compare the effects of narrative and non-narrative risk communication about sunbed use on ease of imagination and feelings of cancer risk. A total of 233 female sunbed users in the general Dutch population were randomly assigned to one of three conditions: a narrative message (i.e., personal testimonial), a non-narrative cognitive message (i.e., factual risk information using cognitive-laden words), or a non-narrative affective message (i.e., factual risk information using affective-laden words). Ease of imagination and feelings of risk were assessed directly after the risk information was given (T1). Three weeks after the baseline session, feelings of risk were measured again (T2). The results revealed that sunbed users who were exposed to narrative risk information could better imagine themselves developing skin cancer and reported higher feelings of skin cancer risk at T1. Moreover, ease of imagination mediated the effects of message type on feelings of risk at T1 and T2. The findings provide support for the effects of narrative risk communication in influencing feelings of cancer risk through ease of imagination. Cancer prevention programmes may therefore benefit from including narrative risk information. Future research is important to investigate other mechanisms of narrative information and their most effective content and format. What is already known on this subject? Evidence is growing for the importance of feelings of risk in explaining cancer preventive behaviours. Narratives have increasingly been considered as an effective format for persuasive risk messages and studies have shown narrative risk communication to be effective in influencing cognitive risk beliefs. What does this study add? Increasing understanding of how feelings of cancer risk can be influenced since best practices for influencing these feelings are limited. Extending knowledge about the underlying mechanisms of narrative effects on feelings of cancer risk (i.e., the mediating role of ease of imagination) using a non-student sample. The findings provide support for the effects of narrative risk communication in influencing feelings of cancer risk through ease of imagination. © 2012 The British Psychological Society.

Comparing narrative and multiple-choice formats in online communication skill assessment.

PubMed

Kim, Sara; Spielberg, Freya; Mauksch, Larry; Farber, Stu; Duong, Cuong; Fitch, Wes; Greer, Tom

2009-06-01

We compared multiple-choice and open-ended responses collected from a web-based tool designated 'Case for Change', which had been developed for assessing and teaching medical students in the skills involved in integrating sexual risk assessment and behaviour change discussions into patient-centred primary care visits. A total of 111 Year 3 students completed the web-based tool. A series of videos from one patient encounter illustrated how a clinician uses patient-centred communication and health behaviour change skills while caring for a patient presenting with a urinary tract infection. Each video clip was followed by a request for students to respond in two ways to the question: 'What would you do next?' Firstly, students typed their statements of what they would say to the patient. Secondly, students selected from a multiple-choice list the statements that most closely resembled their free text entries. These two modes of students' answers were analysed and compared. When articulating what they would say to the patient in a narrative format, students frequently used doctor-centred approaches that focused on premature diagnostic questioning or neglected to elicit patient perspectives. Despite the instruction to select a matching statement from the multiple-choice list, students tended to choose the most exemplary patient-centred statement, which was contrary to the doctor-centred approaches reflected in their narrative responses. Open-ended questions facilitate in-depth understanding of students' educational needs, although the scoring of narrative responses is time-consuming. Multiple-choice questions allow efficient scoring and individualised feedback associated with question items but do not fully elicit students' thought processes.

Idiographic formulations, symbols, narratives, context and meaning.

PubMed

Phillips, James

2005-01-01

To locate the place of idiographic, narrative formulations in a psychiatric nosology and to address the problems stemming from the absence of such formulations in ICD-10 and DSM-IV, the author begins with a review of the stated goals of DSM-IV: that it should serve clinical, research, educational and information-management purposes. He argues that there is a conflict between the clinical and research goals of both manuals and that, with their emphasis on categorical diagnoses, criteria sets and statistical reliability, they serve the purposes of the biomedically oriented researcher better than those of the clinician. The latter is focused on the individual patient and tends in his diagnostic assessment toward a narrative fleshing out of the particulars of the patient's life and personality. Clinicians do not work with tight criteria sets but rather with a prototypal or ideal-type approach, and they emphasize individual histories, psychodynamic formulations and other kinds of idiographic accounts. If a psychiatric nosology is to serve as a clinically useful instrument, it will have to allow for such formulations. The author then offers a description and definition of idiographic, narrative formulations, along with remarks on the conceptual background to this approach. He concludes by highlighting the work of the workgroup of the World Psychiatric Association in developing a section of their International Guidelines for Diagnostic Assessment entitled 'Idiographic (personalised) Diagnostic Formulation'. Copyright 2005 S. Karger AG, Basel.

Narrative research in psychotherapy: a critical review.

PubMed

Avdi, Evrinomy; Georgaca, Eugenie

2007-09-01

This paper is a review of studies which utilise the notion of narrative to analyse psychotherapy. Its purpose is to systematically present this diverse field of research, to highlight common themes and divergences between different strands and to further the development and integration of narrative research in psychotherapy. The paper reviews studies which employ an applied textual analysis of narratives produced in the context of psychotherapy. Criteria for inclusion of studies are, firstly, the analysis of therapeutic and therapy-related texts and, secondly, the adoption of a narrative psychological perspective. The studies were examined on the basis of the notion of narrative they employ and the aspects of client narratives they focus on, and were grouped accordingly in the review. The majority of the studies reviewed assume a constructivist approach to narrative, adopt a representational view of language, focus primarily on client micro-narratives and relate to cognitive-constructivist and process-experiential psychotherapeutic approaches. A smaller group of studies assume a social constructionist approach to narrative and a functional view of language, focus on micro-narratives, highlight the interactional and wider social aspects of narrative and relate to postmodern trends in psychotherapy. The range of conceptualisations of narrative in the studies reviewed, from a representational psychological view to a constructionist social view, reflects tensions within narrative psychology itself. Moreover, two trends can be discerned in the field reviewed, narrative analysis of therapy, which draws from narrative theory and utilises the analytic approaches of narrative research to study psychotherapy, and analyses of narrative in therapy, which study client narratives using non-narrative qualitative methods. Finally, the paper highlights the need for integration of this diverse field of research and urges for the development of narrative studies of psychotherapy which employ a broader social understanding of narrative production and transformation.

Processes and Content of Narrative Identity Development in Adolescence: Gender and Well-Being

ERIC Educational Resources Information Center

McLean, Kate C.; Breen, Andrea V.

2009-01-01

The present study examined narrative identity in adolescence (14-18 years) in terms of narrative content and processes of identity development. Age- and gender-related differences in narrative patterns in turning point memories and gender differences in the content and functions for sharing those memories were examined, as was the relationship…

The Development of Narrative Productivity, Syntactic Complexity, Referential Cohesion and Event Content in Four- to Eight-Year-Old Finnish Children

ERIC Educational Resources Information Center

Mäkinen, Leena; Loukusa, Soile; Nieminen, Lea; Leinonen, Eeva; Kunnari, Sari

2014-01-01

This study focuses on the development of narrative structure and the relationship between narrative productivity and event content. A total of 172 Finnish children aged between four and eight participated. Their picture-elicited narrations were analysed for productivity, syntactic complexity, referential cohesion and event content. Each measure…

Do Scaffolding Tools Improve Reflective Writing in Professional Portfolios? A Content Analysis of Reflective Writing in an Advanced Preparation Program

ERIC Educational Resources Information Center

Houston, Cynthia R.

2016-01-01

Reflective practice is an important skill that teachers must develop to be able to assess the effectiveness of their teaching and modify their instructional behavior. In many education programs reflective narratives, which are often part of teaching portfolios, are intended to assess students' abilities in these areas. Research on reflectivity in…

Slave Narratives as Polemic.

ERIC Educational Resources Information Center

Heglar, Charles J.

Although slave narratives have enjoyed critical attention as literature and autobiography, when presenting them to undergraduates, there is some confusion--usually centering on the dissimilarities between the narratives and traditional autobiography. The narratives are not as linear, not as focused on personal development; the narrators are not as…

TV as storyteller: how exposure to television narratives impacts at-risk preschoolers' story knowledge and narrative skills.

PubMed

Linebarger, Deborah L; Piotrowski, Jessica Taylor

2009-03-01

Educational media serve as informal educators within the home by supplementing young children's development. Substantial evidence documents the contributions of educational television to preschoolers' acquisition of a variety of skills; however, television's natural capacity as storyteller and the role it plays in preschoolers' early literacy development has been largely overlooked. This study examined the effects of viewing different TV program types on 311 at-risk preschoolers' story knowledge and narrative skills. Children were assigned to one of 4 viewing conditions (i.e. watching up to 40 episodes of a particular program type): no viewing; expository; embedded narrative; or traditional narrative. Story knowledge scores were higher for those viewing either narrative type. In contrast, viewing specific narrative types differentially affected the component skills of narrative competence. Story retelling and identification of explicit story events were higher after repeat viewing of embedded narratives while generating implicit story content was higher after repeat viewing of traditional narratives.

Male partner selectivity, romantic confidence, and media depictions of partner scarcity.

PubMed

Taylor, Laramie D

2013-01-18

An experiment was conducted to explore the effects of exposure to partner scarcity or abundance messages on men's partner selectivity, romantic confidence, and self-assessed attractiveness. Undergraduate male participants watched a soap opera narrative featuring either two men competing over one potential female partner (partner scarcity) or two women competing over one potential male partner (partner abundance). Relative to control subjects, watching either narrative reduced romantic confidence. Experimental condition also affected partner selectivity and self-assessed attractiveness, though both effects were moderated by endorsement of traditional masculine ideology. Viewing the abundance narrative resulted in greater selectivity and self-assessed attractiveness for men high in endorsement of traditional masculinity but diminished selectivity and self-assessed attractiveness for men low in endorsement of traditional masculine identity.

Why teach literature and medicine? Answers from three decades.

PubMed

Jones, Anne Hudson

2013-12-01

In this essay, I look back at some of the earliest attempts by the first generation of literature-and-medicine scholars to answer the question: Why teach literature and medicine? Reviewing the development of the field in its early years, I examine statements by practitioners to see whether their answers have held up over time and to consider how the rationales they articulated have expanded or changed in the following years and why. Greater emphasis on literary criticism, narrative ethics, narrative theory, and reflective writing has influenced current work in the field in ways that could not have been foreseen in the 1970s. The extraordinary growth of interest and work in the field nationally and, especially since 1996, internationally has included practitioners in many additional areas such as disability studies, film studies, therapeutic writing, and trauma studies. Along with the emergence of narrative medicine, this diverse community of scholars and practitioners-affiliated more through their use of narrative methodologies than the teaching of literature-makes the perennial challenge of evaluation and assessment even more complicated.

Development of Morphosyntactic Accuracy and Grammatical Complexity in Dutch School-Age Children with SLI

ERIC Educational Resources Information Center

Zwitserlood, Rob; van Weerdenburg, Marjolijn; Verhoeven, Ludo; Wijnen, Frank

2015-01-01

Purpose: The purpose of this study was to identify the development of morphosyntactic accuracy and grammatical complexity in Dutch school-age children with specific language impairment (SLI). Method: Morphosyntactic accuracy, the use of dummy auxiliaries, and complex syntax were assessed using a narrative task that was administered at three points…

Material Development Based on Digital Storytelling Activities and Assessment of Students' Views

ERIC Educational Resources Information Center

Tunç, Özlem Ayvaz

2017-01-01

In education system, as well as creating innovative classroom environments, it is necessary to choose effective teaching models and to structure and integrate these to the education program. Within this framework, the purpose of this study is to present students? views on developing materials based on digital narration for the teaching process in…

White Matter Microstructure Correlates of Narrative Production in Typically Developing Children and Children with High Functioning Autism

PubMed Central

Mills, Brian; Lai, Janie; Brown, Timothy T.; Erhart, Matthew; Halgren, Eric; Reilly, Judy; Dale, Anders; Appelbaum, Mark; Moses, Pamela

2013-01-01

This study investigated the relationship between white matter microstructure and the development of morphosyntax in a spoken narrative in typically developing children (TD) and in children with high functioning autism (HFA). Autism is characterized by language and communication impairments, yet the relationship between morphosyntactic development in spontaneous discourse contexts and neural development is not well understood in either this population or typical development. Diffusion tensor imaging (DTI) was used to assess multiple parameters of diffusivity as indicators of white matter tract integrity in language-related tracts in children between 6 and 13 years of age. Children were asked to spontaneously tell a story about at time when someone made them sad, mad, or angry. The story was evaluated for morphological accuracy and syntactic complexity. Analysis of the relationship between white matter microstructure and language performance in TD children showed that diffusivity correlated with morphosyntax production in the superior longitudinal fasciculus (SLF), a fiber tract traditionally associated with language. At the anatomical level, the HFA group showed abnormal diffusivity in the right inferior longitudinal fasciculus (ILF) relative to the TD group. Within the HFA group, children with greater white matter integrity in the right ILF displayed greater morphological accuracy during their spoken narrative. Overall, the current study shows an association between white matter structure in a traditional language pathway and narrative performance in TD children. In the autism group, associations were only found in the ILF, suggesting that during real world language use, children with HFA rely less on typical pathways and instead rely on alternative ventral pathways that possibly mediate visual elements of language. PMID:23810972

Mothers' autobiographical memory and book narratives with children with specific language impairment.

PubMed

Tompkins, Virginia; Farrar, M Jeffrey

2011-01-01

This study examined the role that mothers' scaffolding plays in the autobiographical memory (AM) and storybook narratives of children with specific language impairment (SLI). Seven 4-5-year-old children and their mothers co-constructed narratives in both contexts. We also compared children's narratives with mothers to their narratives with an experimenter. Narratives were assessed in terms of narrative style (i.e., elaborativeness) and topic control. Mothers' elaborative and repetitive questions during AM and book narratives were related to children's elaborations, whereas mothers' elaborative and repetitive statements were not. Mothers produced more topic-controlling utterances than children in both contexts; however, both mothers and children provided proportionally more information in the book context. Additionally, children were more elaborative with mothers compared to an experimenter. Readers will be able to: (1) understand the importance of mother-child narratives for both typical and clinical populations; (2) understand how mother-child autobiographical memory and storybook narratives may differ between typical and clinical populations; and (3) consider the implications for designing narrative intervention studies for language impaired children. Copyright © 2010 Elsevier Inc. All rights reserved.

Narrative competence in Spanish-speaking adults with Williams syndrome.

PubMed

Diez-Itza, Eliseo; Martínez, Verónica; Antón, Aránzazu

2016-08-01

Williams syndrome (WS) is a genetic disorder associated with intellectual disability and characterised by displaying an atypical neuropsychological profile, with peaks and valleys, where language skills seem better preserved than non-verbal intelligence. This study researches the narrative competence of nine Spanish-speaking adults with WS. Oral narratives were elicited from a silent film, and narrative coherence was analysed as a function of sequential order of the events narrated at three structure levels, while narrative cohesion was assessed through the frequency of use and type of discourse markers. WS subjects were able to remember a significant proportion of the events from the film, but coherence of narratives, i.e., sequential order of events, was more impaired. Consistently with their linguistic abilities, cohesion of narratives was better preserved, as they used discourse markers to introduce a high proportion of events. Construction of mental models of the narratives may be constrained in WS by non-verbal cognitive abilities, but narrative competence is also determined by textual pragmatic abilities to organize discourse, which should be addressed by specific intervention in narrative competence.

Narrative Assessment for Cantonese-Speaking Children

ERIC Educational Resources Information Center

To, Carol Kit-Sum; Stokes, Stephanie F.; Cheung, Hin-Tat; T'sou, Benjamin

2010-01-01

Background: This study examined the narrative skills of Cantonese-speaking school-age children to fill a need for a normative language test for school-age children. Purpose: To provide a benchmark of the narrative skills of Cantonese-speaking children; to identify which of the microstructure components was the best predictor of age; and to…

Narrative Inquiry Assessing the Retention of Part-Time Adjunct Faculty at Private Postsecondary Education

ERIC Educational Resources Information Center

Blanton, Doris L.

2014-01-01

All institutions of higher education depend heavily on the contributions of adjunct faculty. The purpose of the qualitative narrative inquiry was to gather, analyze, and interpret stories offered by faculty members to make meaning of their experiences as adjuncts in non-traditional higher education institutions. The qualitative narrative inquiry…

The Development of Global Coherence in Life Narratives across Adolescence: Temporal, Causal, and Thematic Aspects

ERIC Educational Resources Information Center

Habermas, Tilmann; de Silveira, Cybele

2008-01-01

Extending the study of autobiographical narratives to entire life narratives, we tested the emergence of globally coherent life narratives in adolescence, as hypothesized by McAdams (1985). Participants were 102 children and young adults (ages 8, 12, 16, and 20 years) who narrated their lives twice. Between narrations, half of each age group…

Origins of Adolescents' Autobiographical Memories

ERIC Educational Resources Information Center

Reese, Elaine; Jack, Fiona; White, Naomi

2010-01-01

Adolescents (N = 46; M = 12.46 years) who had previously participated in a longitudinal study of autobiographical memory development narrated their early childhood memories, interpreted life events, and completed a family history questionnaire and language assessment. Three distinct components of adolescent memory emerged: (1) age of earliest…

The Illness Narratives of Health Managers: Developing an Analytical Framework

ERIC Educational Resources Information Center

Exworthy, Mark

2011-01-01

This paper examines the personal experience of illness and healthcare by health managers through their illness narratives. By synthesising a wider literature of illness narratives and health management, an analytical framework is presented, which considers the impact of illness narratives, comprising the logic of illness narratives, the actors…

Autobiographical Narration as a Tool for the Empowerment of Older Adults' Subjective and Psychological Wellbeing in Nursing Homes.

PubMed

Biassoni, Federica; Cassina, Giada; Balzarotti, Stefania

2017-09-20

Conceiving narration as a resource to promote older people's wellbeing, the present work aimed to implement a narrative-based intervention to empower the subjective and psychological wellbeing of older adults living in nursing homes. Twenty-one nursing-home residents took part in a narrative training experience consisting of three weekly interview sessions. During each interview, a psychologist helped the participants to construct an autobiographical narrative about their present life in the nursing home based on a Deconstruction-Reconstruction technique. Subjective and psychological wellbeing variables were assessed before and after the intervention. Subjective but not psychological wellbeing increased over the course of the intervention. The participants reported to appreciate the intervention. Although preliminary, the results suggest that brief narrative training based on narrative therapy can positively affect nursing-home residents' subjective wellbeing. Brief narrative interventions implementing deconstruction-reconstruction techniques are feasible for long-term care residents.

Narrative Skill in Children with Early Unilateral Brain Injury: A Possible Limit to Functional Plasticity

PubMed Central

Demir, Özlem Ece; Levine, Susan C.; Goldin-Meadow, Susan

2009-01-01

Children with pre- or perinatal brain injury (PL) exhibit marked plasticity for language learning. Previous work mostly focused on the emergence of earlier developing skills, such as vocabulary and syntax. Here we ask whether this plasticity for earlier developing aspects of language extends to more complex, later-developing language functions by examining the narrative production of children with PL. Using an elicitation technique that involves asking children to create stories de novo in response to a story stem, we collected narratives from 11 children with PL and 20 typically-developing (TD) children. Narratives were analyzed for length, diversity of the vocabulary used, use of complex syntax, complexity of the macro-level narrative structure and use of narrative evaluation. Children’s language performance on vocabulary and syntax tasks outside of the narrative context was also measured. Findings show that children with PL produced shorter stories, used less diverse vocabulary, produced structurally less complex stories at the macro-level, and made fewer inferences regarding the cognitive states of the story characters. These differences in the narrative task emerged even though children with PL did not differ from TD children on vocabulary and syntax tasks outside of the narrative context. Thus, findings suggest that there may be limitations to the plasticity for language functions displayed by children with PL, and that these limitations may be most apparent in complex, decontextualized language tasks such as narrative production. PMID:20590727

Interpreting values conflicts experienced by obstetrics-gynecology clerkship students using reflective writing.

PubMed

Cohn, Felicia G; Shapiro, Johanna; Lie, Désirée A; Boker, John; Stephens, Frances; Leung, Lee Ann

2009-05-01

To examine students' responses to reflective practice assignments used in medical ethics and professionalism education. The study goals include an examination of what reflective writing reveals about students' personal and professional values, identification of the narrative typologies students use to tell stories of ethical dilemmas, and a determination of the usefulness of reflective writing in informing ethics/professionalism curricula assessment and development. This study employed a mixed-methods design generating both descriptive data and interpretive analysis. Students' reflective writing assignments, guided by a series of six questions designed to elicit students' perceptions of moral conflicts they have encountered and their personal and professional ethical values, were collected from three successive cohorts of third-year medical students (n = 299) from July 2002 to January 2006 during an obstetrics-gynecology clerkship at the University of California, Irvine, School of Medicine. Content, thematic, and global narrative analyses of students' reflective writing were conducted, drawing on content analysis, grounded theory, and narrative methodologies. Values conflicts usually were patient centered (181; 60.5%) and student centered (172; 57.5%), without much regard for important contextual issues such as patients' socioeconomic status, insurance coverage, or culture. Common personal values included religious beliefs (82; 27.4%), respect (72; 24.1%), and the Golden Rule (66; 22.1%); frequent professional values were respect (72; 25.1%), beneficence (71; 23.7%), nonmaleficence (69; 23.1%), and autonomy (65; 21.7%). Whereas 35.5% (106) claimed to have addressed conflicts, 23.4% (70) said they did nothing. Restitution narratives (113; 37.8%) dominated. This analytic approach facilitated assessment of student values, conflict sources, and narrative types. Findings reveal aspects of the influence of the hidden curriculum and can inform strategies for effective implementation of bioethics/professionalism curricula.

Assessing parental empathy: a role for empathy in child attachment.

PubMed

Stern, Jessica A; Borelli, Jessica L; Smiley, Patricia A

2015-01-01

Although empathy has been associated with helping behavior and relationship quality, little research has evaluated the role of parental empathy in the development of parent-child relationships. The current study (1) establishes preliminary validity of the Parental Affective and Cognitive Empathy Scale (PACES), a method for coding empathy from parents' narrative responses to the Parent Development Interview - Revised for School-Aged Children (PDI-R-SC), and (2) tests a theoretical model of empathy and attachment. Sixty caregivers and their children completed a battery of questionnaire and interview measures, including the PDI-R-SC and the Child Attachment Interview (CAI). Caregivers' interview narratives were scored for empathy using PACES. PACES showed good interrater reliability and good convergent validity with a self-report empathy measure. Parent empathy was positively related to child attachment security (using a continuous score for narrative coherence) and emotional openness on the CAI, as well as to child perceptions of parental warmth. Moreover, parent empathy mediated the relation between parents' self-reported attachment style and their children's attachment security. Implications for attachment theory and future directions for establishing scale validity are discussed.

Returning to Work after Cancer: Quantitative Studies and Prototypical Narratives

PubMed Central

Steiner, John F.; Nowels, Carolyn T.; Main, Deborah S.

2009-01-01

Objective A combination of quantitative data and illustrative narratives may allow cancer survivorship researchers to disseminate their research findings more broadly. We identified recent, methodologically rigorous quantitative studies on return to work after cancer, summarized the themes from these studies, and illustrated those themes with narratives of individual cancer survivors. Methods We reviewed English-language studies of return to work for adult cancer survivors through June, 2008, and identified 13 general themes from papers that met methodological criteria (population-based sampling, prospective and longitudinal assessment, detailed assessment of work, evaluation of economic impact, assessment of moderators of work return, and large sample size). We drew survivorship narratives from a prior qualitative research study to illustrate these themes. Results Nine quantitative studies met 4 or more of our 6 methodological criteria. These studies suggested that most cancer survivors could return to work without residual disabilities. Cancer site, clinical prognosis, treatment modalities, socioeconomic status, and attributes of the job itself influenced the likelihood of work return. Three narratives - a typical survivor who returned to work after treatment, an individual unable to return to work, and an inspiring survivor who returned to work despite substantial barriers - illustrated many of the themes from the quantitative literature while providing additional contextual details. Conclusion Illustrative narratives can complement the findings of cancer survivorship research if researchers are rigorous and transparent in the selection, analysis, and retelling of those stories. PMID:19507264

[The diagnostic usability of selected narrativity indices in stories about close relationships in the assessment of personality organization].

PubMed

Soroko, Emilia

2015-01-01

The aim of this study was to test the usability of selected narrativity indices identified from autobiographical accounts of important relationships in an assessment of neurotic (NPO) and borderline personality organization (BPO). Narrativity indices, both particular and generalized, were used to predict personality organization levels. Indices were derived from two separate layers of analysis: 1) lexical indices were counted with computer assistance; 2) evocative/reception indices dealing with coherence of the story were assessed using the competent judges method. It was found that the lexical narrativity index-the active "I"-was a good predictor of both BPO and NPO, while the human factor was a good predictor of BPO when low. Moreover, a generalized index was used to describe how stories are saturated with the narrativity indices of intentionality, concreteness, and active "I", but simultaneously deprived of human factor, and was found to be the best predictor of BPO. Furthermore, where the coherence of the story and of its subdimension (integration) rise, the probability of BPO diagnosis decreases. This research provides support for the thesis that surface narrativity indices may predict deeper personality structure. Its results are justified in the light of Kernberg's theory, and have the potential to become a useful tool in clinical practice as a supplementary source of information in diagnostic and psychotherapeutic processes.

What the stories children tell can tell about their memory: narrative skill and young children's suggestibility.

PubMed

Kulkofsky, Sarah; Klemfuss, J Zoe

2008-09-01

The authors examined the relation between children's narrative ability, which has been identified as an important contributor to memory development, and suggestibility. Across 2 studies, a total of 112 preschool-aged children witnessed a staged event and were subsequently questioned suggestively. Results from Study 1 indicated that children's ability to provide a high-quality narrative of the event was related to resistance to suggestive questions, and narrative ability appeared to supersede age as a predictor of such resistance. In Study 2, children's general language and narrative abilities were measured in addition to their ability to produce a high-quality narrative about the target event. These results replicated Study 1's findings that children's ability to produce a high-quality narrative of a previously experienced event predicted resistance to suggestion. However, the quality of children's autobiographical memory narratives predicted shifting from denial to assent. Findings are considered in light of narrative's role in memory development and underlying mechanisms that may explain children's suggestibility.

Narrating positive versus negative memories of illness: does narrating influence the emotional tone of memories?

PubMed

Fioretti, C; Smorti, A

2017-05-01

Psychoncological studies have recognised a reduced autobiographical memory in cancer patients, furthermore cognitive studies have found that narrative is an effective instrument to re-elaborate memories. However, it is still unclear whether narrating positive versus negative events can have a different impact on autobiographical memory. The present study aims to explore the emotional experience of autobiographical memory before and after having narrated negative or positive events related to the illness. Of 63 oncological patients, 35 were selected for the present study. Participants completed a Memory Fluency Task twice, before and after having selected and narrated a positive (PN group) or a negative (NN group) memory of illness. They also had to attribute one or more emotions to each memory and to the narrative. The number of emotions and the percentage of emotional tones in both narrated and non-narrated memories were assessed. Narrated memories were more emotionally re-elaborated than non-narrated ones. Negative group participants, more than positive group ones, decreased negative emotions and increased complex ones. Authors discuss these results claiming that narrating works as a rehearsal of autobiographical memories in oncological patients and narrating negative memories eases the emotional re-elaboration of illness. © 2016 John Wiley & Sons Ltd.

The art and science of patient storytelling-harnessing narrative communication for behavioral interventions: the ACCE project.

PubMed

Houston, Thomas K; Cherrington, Andrea; Coley, Heather L; Robinson, Kimberly M; Trobaugh, John A; Williams, Jessica H; Foster, Pamela H; Ford, Daniel E; Gerber, Ben S; Shewchuk, Richard M; Allison, Jeroan J

2011-08-01

Narrative communication is an emerging form of persuasive communication used in health education to solicit actual patient stories. Eliciting a narrative is an open-ended process and may or may not map to desired intervention objectives or underlying behavioral constructs. In addition, incorporating actual, unscripted narratives into multimedia interventions is challenging. The authors evaluated a protocol of editing narratives for a multimedia intervention to promote smoking cessation in the African American community that maintains fidelity to the original message and was related to behavioral constructs from social cognitive theory. The authors used four steps: (a) narrative collection (videotaping), (b) narrative review (rating of content), (c) narrative editing (documentary style), and (d) pilot testing (usability and assessment of transportation). The authors videotaped 50 personal smoking cessation narratives. After coding for presence of theoretical constructs, perceived risks of smoking (present in 53% of narratives) was the most common related behavioral construct. Four narratives were chosen for inclusion in the DVD. Pilot testing showed viewers reported high level of transportation into the narrative. The authors found that some behavioral constructs were rare and difficult to solicit in this population but that the final product was engaging to the viewers. Lessons learned may be useful for other video-based behavioral interventions that incorporate personal narratives.

Limitations of Language: Developing Arts-Based Creative Narrative in Stories of Teachers' Identities

ERIC Educational Resources Information Center

Leitch, Ruth

2006-01-01

This paper is based on a multidimensional study employing a heuristic methodology termed "creative narrative" that combines arts-based methods with narrative inquiry. Six female teachers' narratives of identity are explored through artistic, visual images to illuminate if and how they story "unconscious". The creative narratives, illuminated…

Linguistic and Socio-Cognitive Predictors of School-Age Children's Narrative Evaluations about Jealousy

ERIC Educational Resources Information Center

Aldrich, Naomi J.; Brooks, Patricia J.

2017-01-01

This study investigated children's narrative evaluations about jealousy in relation to performance on a higher-order perspective-taking task and assessments of receptive vocabulary and nonverbal intelligence. Eighty children (5;0-11;11) narrated a wordless picture book about a jealous frog, answered probe questions about the plot, and generated a…

Analysis of Narrative Texts in Secondary School Textbooks in Terms of Values Education

ERIC Educational Resources Information Center

Sallabas, Muhammed Eyyup

2013-01-01

Texts have a crucial place in language education and probably they are the most important means of education. Students at the primary and secondary education ages mostly read narrative texts like short stories, poems and fictional books. This study attempts to assess value transfer in narrative texts at the secondary education textbooks. Our study…

Narrative Abilities of Monolingual and Bilingual Children with and without Language Impairment: Implications for Clinical Practice

ERIC Educational Resources Information Center

Boerma, Tessel; Leseman, Paul; Timmermeister, Mona; Wijnen, Frank; Blom, Elma

2016-01-01

Background: Understanding and expressing a narrative's macro-structure is relatively independent of experience in a specific language. A narrative task is therefore assumed to be a less biased method of language assessment for bilingual children than many other norm-referenced tests and may thus be particularly valuable to identify language…

Effects of Age and Stimulus Material on Character Introductions of Swedish-Speaking Four- to Six-Year-Olds

ERIC Educational Resources Information Center

Lindgren, Josefin

2018-01-01

This study investigates effects of age on character introductions in the oral narratives of seventy-two monolingual Swedish-speaking four- to six-year-olds, comparing results from the Multilingual Assessment Instrument for Narratives (MAIN; Gagarina "et al.," 2012, 2015), and the Edmonton Narrative Norms Instrument (ENNI; Schneider…

Narrative Competence and Underlying Mechanisms in Children with Pragmatic Language Impairment

ERIC Educational Resources Information Center

Ketelaars, Mieke Pauline; Jansonius, Kino; Cuperus, Juliane; Verhoeven, Ludo

2012-01-01

This study investigated narrative competence in children with pragmatic language impairment (PLI) and the extent to which it is related to impairments in theory of mind and executive functioning (EF). Narrative competence was assessed using a retelling design in a group of 77 children with PLI and a control group of 77 typically developing…

Differential Competencies Contributing to Children's Comprehension of Narrative and Expository Texts

ERIC Educational Resources Information Center

Best, Rachel M.; Floyd, Randy G.; Mcnamara, Danielle S.

2008-01-01

This study examined the influences of reading decoding skills and world knowledge on third graders' comprehension of narrative and expository texts. Children read a narrative text and an expository text. Comprehension of each text was assessed with a free recall prompt, three cued recall prompts, and 12 multiple-choice questions. Tests from the…

Transforming Praxis in Science Through Dialogue Towards Inclusive Approaches

NASA Astrophysics Data System (ADS)

Brendel, Michelle; Siry, Christina; Haus, Jana Maria; Breedijk-Goedert, Fabienne

2017-08-01

This paper offers analyses from a project examining the construction of narrative assessments within elementary science investigations. We examined how positioning children to express understandings through narrative assessments created spaces for revealing children's perspectives on classroom experiences with their teachers and each other. Four findings emerged. First, transformation of practice requires a change of the teacher's role. Second, children's narrations provided a platform for elaborating their understandings. Third, our work illustrates the critical role of trust and time in working towards inclusive assessment practices. Lastly, dialogue around the children's products illustrates how they made decisions and challenges normative ideas of what children can or cannot do or know. Overall, we highlight how dialogue became a way for adults and children to cross boundaries of age and knowledge hierarchies in the construction of science assessments.

Mindful Storytellers: Emerging Pragmatics and Theory of Mind Development

ERIC Educational Resources Information Center

Fernández, Camila

2013-01-01

Emerging pragmatic language skills involve social, cognitive and linguistic abilities, including children's awareness of the conversational partner's mental states. The present study investigated the relation between children's theory of mind (ToM) and features of pragmatic language skills assessed through narrative discourse. One hundred and…

High School Students' Perceptions of Narrative Evaluations as Summative Assessment

ERIC Educational Resources Information Center

Bagley, Sylvia S.

2008-01-01

This study focuses on data collected at "Progressive Secondary School" in Southern California, a high school which uses narrative evaluations and other forms of alternative summative assessment on a school wide basis. Through a survey and personal interviews, students were asked to describe what they liked most and least about the use of…

Automatic generation of nursing narratives from entity-attribute-value triplet for electronic nursing records system.

PubMed

Min, Yul Ha; Park, Hyeoun-Ae; Lee, Joo Yun; Jo, Soo Jung; Jeon, Eunjoo; Byeon, Namsoo; Choi, Seung Yong; Chung, Eunja

2014-01-01

The aim of this study is to develop and evaluate a natural language generation system to populate nursing narratives using detailed clinical models. Semantic, contextual, and syntactical knowledges were extracted. A natural language generation system linking these knowledges was developed. The quality of generated nursing narratives was evaluated by the three nurse experts using a five-point rating scale. With 82 detailed clinical models, in total 66,888 nursing narratives in four different types of statement were generated. The mean scores for overall quality was 4.66, for content 4.60, for grammaticality 4.40, for writing style 4.13, and for correctness 4.60. The system developed in this study generated nursing narratives with different levels of granularity. The generated nursing narratives can improve semantic interoperability of nursing data documented in nursing records.

Processes and content of narrative identity development in adolescence: gender and well-being.

PubMed

McLean, Kate C; Breen, Andrea V

2009-05-01

The present study examined narrative identity in adolescence (14-18 years) in terms of narrative content and processes of identity development. Age- and gender-related differences in narrative patterns in turning point memories and gender differences in the content and functions for sharing those memories were examined, as was the relationship between narrative patterns and self-esteem. The narrative patterns focused on were meaning-making (learning from past events) and emotionality of the narratives, specified as overall positive emotional tone and redemptive sequencing. Results showed an age-related increase in meaning-making but no gender differences in the degree of meaning-making. Results further showed that gender predicted self-esteem and that boys evidenced higher self-esteem. Emotionality also predicted self-esteem; this was especially true for redemption and for boys. In terms of telling functions, girls endorsed more relational reasons for telling memories than did boys. Results are discussed in terms of potential gendered and nongendered pathways for identity development in adolescence. Copyright 2009 APA, all rights reserved

Narrative Means to Preventative Ends: A Narrative Engagement Framework for Designing Prevention Interventions

PubMed Central

Miller-Day, Michelle; Hecht, Michael L.

2013-01-01

This paper describes a Narrative Engagement Framework (NEF) for guiding communication-based prevention efforts. This framework suggests that personal narratives have distinctive capabilities in prevention. The paper discusses the concept of narrative, links narrative to prevention, and discusses the central role of youth in developing narrative interventions. As illustration, the authors describe how the NEF is applied in the keepin’ it REAL adolescent drug prevention curriculum, pose theoretical directions, and offer suggestions for future work in prevention communication. PMID:23980613

The making of autobiographical memory: intersections of culture, narratives and identity.

PubMed

Fivush, Robyn; Habermas, Tilmann; Waters, Theodore E A; Zaman, Widaad

2011-10-01

Autobiographical memory is a uniquely human form of memory that integrates individual experiences of self with cultural frames for understanding identities and lives. In this review, we present a theoretical and empirical overview of the sociocultural development of autobiographical memory, detailing the emergence of autobiographical memory during the preschool years and the formation of a life narrative during adolescence. More specifically, we present evidence that individual differences in parental reminiscing style are related to children's developing autobiographical narratives. Parents who structure more elaborated coherent personal narratives with their young children have children who, by the end of the preschool years, provide more detailed and coherent personal narratives, and show a more differentiated and coherent sense of self. Narrative structuring of autobiographical remembering follows a protracted developmental course through adolescence, as individuals develop social cognitive skills for temporal understanding and causal reasoning that allows autobiographical memories to be integrated into an overarching life narrative that defines emerging identity. In addition, adolescents begin to use culturally available canonical biographical forms, life scripts, and master narratives to construct a life story and inform their own autobiographical narrative identity. This process continues to be socially constructed in local interactions; we present exploratory evidence that parents help adolescents structure life narratives during coconstructed reminiscing and that adolescents use parents and families as a source for their own autobiographical content and structure. Ultimately, we argue that autobiography is a critical developmental skill; narrating our personal past connects us to our selves, our families, our communities, and our cultures.

Sobering stories: narratives of self-redemption predict behavioral change and improved health among recovering alcoholics.

PubMed

Dunlop, William L; Tracy, Jessica L

2013-03-01

The present research examined whether the production of a narrative containing self-redemption (wherein the narrator describes a positive personality change following a negative experience) predicts positive behavioral change. In Study 1, we compared the narratives of alcoholics who had maintained their sobriety for over 4 years with those of alcoholics who had been sober 6 months or less. When describing their last drink, the former were significantly more likely to produce a narrative containing self-redemption than the latter. In Study 2, we examined the relation between the profession of self-redemption and behavioral change using a longitudinal design, by following the newly sober alcoholics from Study 1 over time. Although indistinguishable at initial assessment, newly sober alcoholics whose narratives included self-redemption were substantially more likely to maintain sobriety in the following months, compared to newly sober alcoholics who produced nonredemptive narratives; 83% of the redemptive group maintained sobriety between assessments, compared to 44% of nonredemptive participants. Redemptive participants in Study 2 also demonstrated improved health relative to the nonredemptive group. In both studies, the effects of self-redemption on sobriety and health held after controlling for relevant personality traits, alcohol dependence, recovery program involvement, initial physical and mental health, and additional narrative themes. Collectively, these results suggest that the production of a self-redemptive narrative may stimulate prolonged behavioral change and thus indicate a potentially modifiable psychological process that exhibits a major influence on recovery from addiction. PsycINFO Database Record (c) 2013 APA, all rights reserved

The Development of English as a Second Language with and without Specific Language Impairment: Clinical Implications

ERIC Educational Resources Information Center

Paradis, Johanne

2016-01-01

Purpose: The purpose of this research forum article is to provide an overview of typical and atypical development of English as a second language (L2) and to present strategies for clinical assessment with English language learners (ELLs). Method: A review of studies examining the lexical, morphological, narrative, and verbal memory abilities of…

Assessing the Role of Book Reading Practices in Indian Bilingual Children's English Language and Literacy Development

ERIC Educational Resources Information Center

Kalia, Vrinda

2007-01-01

The goal of this study was to examine the role of Indian bilingual parents' book reading practices on the development of the children's oral language, narrative and literacy skills in English, their second language. About 24 bilingual children from two preschools in Bangalore, India were tested in schools in English on receptive vocabulary,…

The relationship between oral and written narratives: A three-year longitudinal study of narrative cohesion, coherence, and structure.

PubMed

Pinto, Giuliana; Tarchi, Christian; Bigozzi, Lucia

2015-12-01

The relationship between oral language and the writing process at early acquisition stages and the ways the former can enhance or limit the latter has not been researched extensively. The predictive relationship between kindergarten oral narrative competence and the first- and second-grade written narrative competence was explored in a 3-year longitudinal study. Among the first and second graders, the relationship between orthographic competence and narrative competence in written productions was also analysed. One hundred and nine Italian children participated in this study. Kindergarteners produced an oral narrative, whereas the first and second graders produced a written narrative. The oral and written narratives were analysed in terms of cohesion, coherence, and structure. The first-grade orthographic competence was assessed via a dictation task. Multiple linear regression and mediational analyses were performed. Kindergarten oral narrative competence affected the first- and second-grade written narrative competence via a mediational effect of orthographic competence. The results suggest the importance of practicing oral narrative competence in kindergarten and first grade and the value of composition quality independent of orthographic text accuracy. © 2015 The British Psychological Society.

Eudaimonic growth: Narrative growth goals predict increases in ego development and subjective well-being 3 years later.

PubMed

Bauer, Jack J; McAdams, Dan P

2010-07-01

We examine (a) the normative course of eudaimonic well-being in emerging adulthood and (b) whether people's narratives of major life goals might prospectively predict eudaimonic growth 3 years later. We define eudaimonic growth as longitudinal increases in eudaimonic well-being, which we define as the combination of psychosocial maturity and subjective well-being (SWB). College freshmen and seniors took measures of ego development (ED; to assess maturity; Loevinger, 1976) and SWB at Time 1 (T1) and again 3 years later (Time 2). ED levels increased longitudinally across that time for men and T1 freshmen, but SWB levels did not change. Participants also wrote narratives of 2 major life goals at T1 that were coded for an explicit emphasis on specific kinds of personal growth. Participants' intellectual-growth goals (especially agentic ones) predicted increases in ED 3 years later, whereas participants' socioemotional-growth goals (especially communal ones) predicted increases in SWB 3 years later. These findings were independent of the effects of Big Five personality traits-notably conscientiousness, which on its own predicted increases in SWB. We discuss (a) emerging adulthood as the last stop for normative eudaimonic growth in modern society and (b) empirical and theoretical issues surrounding the relations among narrative identity, life planning, dispositional traits, eudaimonia, and 2 paths of personal growth.

Narratives about illness and medication: a neglected theme/new methodology within pharmacy practice research. Part II: medication narratives in practice.

PubMed

Ryan, Kath; Bissell, Paul; Morecroft, Charles

2007-08-01

Part 2 of this paper aims to provide a methodological framework for the study of medication narratives, including a semi-structured interview guide and suggested method of analysis, in an attempt to aid the development of narrative scholarship within pharmacy practice research. Examples of medication narratives are provided to illustrate their diversity and usefulness. The framework is derived from the work of other researchers and adapted for our specific purpose. It comes from social psychology, narrative psychology, narrative anthropology, sociology and critical theory and fits within the social constructionist paradigm. The suggested methods of analysis could broadly be described as narrative analysis and discourse analysis. Examples of medication narratives are chosen from a variety of sources and brief interpretations are presented by way of illustration. Narrative analysis, a neglected area of research in pharmacy practice, has the potential to provide new understanding about how people relate to their medicines, how pharmacists are engaged in producing narratives and the importance of narrative in the education of students. IMPACT OF THE ARTICLE: This article aims to have the following impact on pharmacy practice research: Innovative approach to researching and conceptualising the use of medicines. Introduction of a new theoretical perspective and methodology. Incorporation of social science research methods into pharmacy practice research. Development of narrative scholarship within pharmacy.

Narrative Processing in Typically Developing Children and Children with Early Unilateral Brain Injury: Seeing Gesture Matters

ERIC Educational Resources Information Center

Demir, Özlem Ece; Fisher, Joan A.; Goldin-Meadow, Susan; Levine, Susan C.

2014-01-01

Narrative skill in kindergarteners has been shown to be a reliable predictor of later reading comprehension and school achievement. However, we know little about how to scaffold children's narrative skill. Here we examine whether the quality of kindergarten children's narrative retellings depends on the kind of narrative elicitation they are…

Narrative Processes across Childhood

ERIC Educational Resources Information Center

Mulvaney, Matthew Keefe

2011-01-01

According to the narrative perspective on personality development, personality is constructed largely by interpreting and representing experience in story format (scripts) over the course of the lifespan. The focus of this paper is to describe briefly the narrative perspective on personality development during childhood and adolescence, to discuss…

Temporal Immediacy: A Two-System Theory of Mind for Understanding and Changing Health Behaviors.

PubMed

Cook, Paul F; Schmiege, Sarah J; Reeder, Blaine; Horton-Deutsch, Sara; Lowe, Nancy K; Meek, Paula

Health promotion and chronic disease management both require behavior change, but people find it hard to change behavior despite having good intentions. The problem arises because patients' narratives about experiences and intentions are filtered through memory and language. These narratives inaccurately reflect intuitive decision-making or actual behaviors. We propose a principle-temporal immediacy-as a moderator variable that explains which of two mental systems (narrative or intuitive) will be activated in any given situation. We reviewed multiple scientific areas to test temporal immediacy as an explanation for findings. In an iterative process, we used evidence from philosophy, cognitive neuroscience, behavioral economics, symptom science, and ecological momentary assessment to develop our theoretical perspective. These perspectives each suggest two cognitive systems that differ in their level of temporal immediacy: an intuitive system that produces behavior in response to everyday states and a narrative system that interprets and explains these experiences after the fact. Writers from Plato onward describe two competing influences on behavior-often with moral overtones. People tend to identify with the language-based narrative system and blame unhelpful results on the less accessible intuitive system, but neither is completely rational, and the intuitive system has strengths based on speed and serial processing. The systems differ based on temporal immediacy-the description of an experience as either "now" or "usually"-with the intuitive system generating behaviors automatically in real time and the narrative system producing beliefs about the past or future. The principle of temporal immediacy is a tool to integrate nursing science with other disciplinary traditions and to improve research and practice. Interventions should build on each system's strengths, rather than treating the intuitive system as a barrier for the narrative system to overcome. Nursing researchers need to study the roles and effects of both systems.

Attachment Working Models as Unconscious Structures: An Experimental Test

ERIC Educational Resources Information Center

Maier, Markus A.; Bernier, Annie; Pekrun, Reinhard; Zimmermann, Peter; Grossmann, Klaus E.

2004-01-01

Internal working models of attachment (IWMs) are presumed to be largely "unconscious" representations of childhood attachment experiences. Several instruments have been developed to assess IWMs; some of them are based on self-report and others on narrative interview techniques. This study investigated the capacity of a self-report measure, the…

Inquiry and Ideology: Teaching Everyday Forms of Historical Thinking

ERIC Educational Resources Information Center

Freedman, Eric B.

2009-01-01

In this design-based study, an eleven-week curricular module in recent American history was developed that departed from both the epistemology and ideology of traditional textbooks. The curriculum instantiated a constructivist epistemology by having students assess multiple historical narratives and sources of evidence. It instantiated a…

Writing Narratives about a Socioscientific Issue: Engaging Students and Learning Science

ERIC Educational Resources Information Center

Tomas, Louisa

2012-01-01

International assessments of student science achievement, and growing evidence of students' waning interest in school science, have ensured that the development of scientific literacy continues to remain an important educational priority (Tytler, 2007). Consequently, researchers and classroom teachers alike have called for innovative approaches to…

An Examination of the Influence of Expository and Narrative Passages on the Dimensionality of the IGAP Reading Test.

ERIC Educational Resources Information Center

Bolt, Daniel; Ackerman, Terry

The 1993 Illinois Goal Assessment Program (IGAP) Reading Tests measured reading comprehension using both narrative and expository reading passages. Noticeable differences in mean scaled scores occurred depending on whether the 1993 results were equated back to the 1992 narrative test or the 1993 expository test (Hsu and Ackerman, 1994). In an…

"I Think There Was a Storm in the Desert:" Using Narrative to Assess Children's Historical Understanding of the Gulf War.

ERIC Educational Resources Information Center

Field, Sherry L.; And Others

1994-01-01

Reports on a study of 16 elementary students' personal narratives on their historical memories about the Gulf War. Maintains that much can be learned about students' historical understanding when they tell about an event in story form. Suggests further research into the reasons student narratives were thin and abbreviated. (CFR)

Narrative meaning making is associated with sudden gains in psychotherapy clients' mental health under routine clinical conditions.

PubMed

Adler, Jonathan M; Harmeling, Luke H; Walder-Biesanz, Ilana

2013-10-01

The present study had two aims: (a) to replicate previous findings regarding the characteristics of sudden gains (SGs) in psychotherapy under routine clinical conditions and (b) to examine whether clients' narrative meaning-making processes were associated with SGs in mental health. 54 psychotherapy clients completed the Systemic Therapy Inventory of Change (Pinsof et al., 2009) and wrote private narratives prior to beginning treatment and between every session for 12 assessment points over the course of psychotherapy for a variety of presenting problems. Clients' narratives were coded using existing systems (Adler, 2012; A. M. Hayes, Feldman, & Goldfried, 2006) to assess their content in eight themes: processing, avoidance, coherence, positive self, negative self, agency, hope, and hopelessness. The prevalence, magnitude, and timing of SGs in mental health observed in the present study were similar to those observed in prior research. Two narrative meaning-making processes-processing and coherence-were significantly associated with SGs in mental health. The present study significantly extends prior research on SGs, replicating the characteristics of these gains in routine clinical conditions with a measure of general functioning and identifying two narrative meaning-making processes that are associated with SGs in mental health.

The extractive industry in Latin America and the Caribbean: health impact assessment as an opportunity for the health authority.

PubMed

Drewry, Jonathan; Shandro, Janis; Winkler, Mirko S

2017-03-01

The extractive industries have contributed to the economic and social development of Latin America and the Caribbean for centuries. We have undertaken a narrative review to assess the role of the health authority in the decision-making process as it relates to extractive industry projects. A narrative literature review was conducted with a keyword search conducted using PubMed, Scientific Electronic Library Online and Google. This was complemented with manual searches of relevant journals and reference lists of primary articles. A broad body of literature from Latin America and the Caribbean region provides evidence that the public health of communities engaged in extractive industry is not being assured and that significant gaps exist in aligning public and private sector efforts to improve health. Inclusion of the health authority in impact assessment has the potential to result in lasting positive effects on communities involved directly and indirectly in the extractive industry, while preventing a large range of potential adverse health impacts.

Dynamic Assessment of Narratives: Efficient, Accurate Identification of Language Impairment in Bilingual Students

ERIC Educational Resources Information Center

Petersen, Douglas B.; Chanthongthip, Helen; Ukrainetz, Teresa A.; Spencer, Trina D.; Steeve, Roger W.

2017-01-01

Purpose: This study investigated the classification accuracy of a concentrated English narrative dynamic assessment (DA) for identifying language impairment (LI). Method: Forty-two Spanish-English bilingual kindergarten to third-grade children (10 LI and 32 with no LI) were administered two 25-min DA test-teach-test sessions. Pre- and posttest…

Building a Dangerous Outpost in the Green Mountain State: A Case Study of Educator Preparation Policymaking

ERIC Educational Resources Information Center

McGough, David J.; Bedell, Claudine; Tinkler, Barri

2018-01-01

Poised at a bifurcation, the educator preparation community in Vermont faced either the adoption of a generic product for the assessment of initial educator licensure candidates or the comprehensive revision of a longstanding state-based assessment portfolio. Using a case study approach and narrative methods, specifically the Narrative Policy…

Extended Shared Socioeconomic Pathways for Coastal Impact Assessment: Spatial Coastal Population Scenarios

NASA Astrophysics Data System (ADS)

Merkens, Jan-Ludolf; Reimann, Lena; Hinkel, Jochen; Vafeidis, Athanasios T.

2016-04-01

This work extends the Shared Socioeconomic Pathways (SSPs) by developing spatial projections of global coastal population distribution for the five basic SSPs. Based on a series of coastal migration drivers, which were identified from existing literature, we develop coastal narratives for the five basic SSPs (SSP1-5). These narratives account for differences in coastal versus inland population development in urban and rural areas. To spatially distribute population we use the International Institute for Applied Systems Analysis (IIASA) national population and urbanisation projections and employ country-specific growth rates which differ for coastal and inland as well as for urban and rural regions. These rates are derived from spatial analysis of historical population data. We then adjust these rates for each SSP based on the coastal narratives. The resulting global population grids depict the projected distribution of coastal population for each SSP, until the end of the 21st century, at a spatial resolution of 30 arc seconds. These grids exhibit a three- to four-fold increase in coastal population compared to the basic SSPs. Across all SSPs, except for SSP3, coastal population peaks by the middle of the 21st century and declines afterwards. In SSP3 the coastal population grows continuously until 2100. Compared to the base year 2000 the coastal population increases considerably in all SSPs. The extended SSPs are intended to be utilised in Impact, Adaptation and Vulnerability (IAV) assessments as they allow for improved analysis of exposure to sea-level rise and coastal flooding under different physical and socioeconomic scenarios.

Developing Reading Comprehension with Moving Image Narratives

ERIC Educational Resources Information Center

Maine, Fiona; Shields, Robin

2015-01-01

This paper reports the findings from a small-scale exploratory study that investigated how moving-image narratives might enable children to develop transferable reading comprehension strategies. Using short, animated, narrative films, 28 primary-aged children engaged in a 10-week programme that included the explicit instruction of comprehension…

Development of Listening Comprehension Tests with Narrative and Expository Texts for Portuguese Students.

PubMed

Santos, Sandra; Viana, Fernanda Leopoldina; Ribeiro, Iolanda; Prieto, Gerardo; Brandão, Sara; Cadime, Irene

2015-03-03

This investigation aimed to develop and collect psychometric data for two tests assessing listening comprehension of Portuguese students in primary school: the Test of Listening Comprehension of Narrative Texts (TLC-n) and the Test of Listening Comprehension of Expository Texts (TLC-e). Two studies were conducted. The purpose of study 1 was to construct four test forms for each of the two tests to assess first, second, third and fourth grade students of the primary school. The TLC-n was administered to 1042 students, and the TLC-e was administered to 848 students. The purpose of study 2 was to test the psychometric properties of new items for the TLC-n form for fourth graders, given that the results in study 1 indicated a severe lack of difficult items. The participants were 260 fourth graders. The data were analysed using the Rasch model. Thirty items were selected for each test form. The results provided support for the model assumptions: Unidimensionality and local independence of the items. The reliability coefficients were higher than .70 for all test forms. The TLC-n and the TLC-e present good psychometric properties and represent an important contribution to the learning disabilities assessment field.

The influence of child sexual abuse on the self from adult narrative perspectives.

PubMed

Krayer, Anne; Seddon, Diane; Robinson, Catherine A; Gwilym, Hefin

2015-01-01

The impact of child sexual abuse on the adult self is not yet clearly understood. We explored adult perspectives through the use of narrative interviews (N = 30). Three key themes or views of self were identified in all narratives to varying degrees: the worthless self, the self as unknown, and the potential/developing self. Ambivalence and tension were present in all narratives. Individuals were challenged to integrate the sexual abuse experience in a constructive way and develop a more coherent perception of the self. The narrative method highlighted the dynamic nature of peoples' experiences at the same time recognizing that the narratives themselves are in progress. Reactions to disclosure, social support, and interpersonal connections are crucial at every turn.

Integrating Journalism Into Health Promotion: Creating and Disseminating Community Narratives.

PubMed

Brown, Louis D; Berryhill, Joseph C; Jones, Eric C

2018-06-01

Media coverage of mental health and other social issues often relies on episodic narratives that suggest individualistic causes and solutions, while reinforcing negative stereotypes. Community narratives can provide empowering alternatives, serving as media advocacy tools used to shape the policy debate on a social issue. This article provides health promotion researchers and practitioners with guidance on how to develop and disseminate community narratives to broaden awareness of social issues and build support for particular programs and policy solutions. To exemplify the community narrative development process and highlight important considerations, this article examines a narrative from a mental health consumer-run organization. In the narrative, people with mental health problems help one another while operating a nonprofit organization, thereby countering stigmatizing media portrayals of people with mental illness as dangerous and incompetent. The community narrative frame supports the use of consumer-run organizations, which are not well-known and receive little funding despite evidence of effectiveness. The article concludes by reviewing challenges to disseminating community narratives, such as creating a product of interest to media outlets, and potential solutions, such as engaging media representatives through community health partnerships and using social media to draw attention to the narratives.

The role of practical wisdom in nurse manager practice: why experience matters.

PubMed

Cathcart, Eloise Balasco; Greenspan, Miriam

2013-10-01

To illustrate through the interpretation of one representative nurse manager's narrative how the methodology of practice articulation gives language to the ways practical wisdom develops in leadership practice and facilitates learning. Patricia Benner's corpus of research has demonstrated that reflection on clinical narratives comes closer than other pedagogical methods to replicating and enhancing the experiential learning required for the development of practical wisdom. Using Benner's methodology of practice articulation, 91 nurse managers wrote and read to a peer group a narrative of their lived experience in the role. The groups interpreted the narratives to extract the skilled knowledge and ethics embedded in the practice of the nurse manager authors. One narrative was chosen for this paper because it is a particularly clear exemplar of how practical wisdom develops in nurse manager practice. Articulating and reflecting on experiential learning led to an understanding of how practical wisdom developed in one nurse manager's practice. Interpretation of the narrative of one nurse manager illustrated how reflection on a complex ethical dilemma was a source of character development for the individual and the peer group. Describing and interpreting how practical wisdom develops for individual nurse managers can be a source of learning for the narrative author and other role incumbents who need to make sound decisions and take prudent action in ethically challenging situations. © 2013 John Wiley & Sons Ltd.

Narrative Processing in Typically Developing Children and Children with Early Unilateral Brain Injury: Seeing Gesture Matters

PubMed Central

Demir, Özlem Ece; Fisher, Joan A.; Goldin-Meadow, Susan; Levine, Susan C.

2014-01-01

Narrative skill in kindergarteners has been shown to be a reliable predictor of later reading comprehension and school achievement. However, we know little about how to scaffold children’s narrative skill. Here we examine whether the quality of kindergarten children’s narrative retellings depends on the kind of narrative elicitation they are given. We asked this question in typically developing (TD) kindergarten children and in children with pre- or perinatal unilateral brain injury (PL), a group that has been shown to have difficulty with narrative production. We compared children’s skill in story retellings under four different elicitation formats: (1) wordless cartoons, (2) stories told by a narrator through the auditory modality, (3) stories told by a narrator through the audiovisual modality without co-speech gestures, and (4) stories told by a narrator in the audiovisual modality with co-speech gestures. We found that children told better structured narratives in the fourth, audiovisual + gesture elicitation format than in the other three elicitation formats, consistent with findings that co-speech gestures can scaffold other aspects of language and memory. The audiovisual + gesture elicitation format was particularly beneficial to children who had the most difficulty telling a well-structured narrative, a group that included children with larger lesions associated with cerebrovascular infarcts. PMID:24127729

Developing the personal narratives of children with complex communication needs associated with intellectual disabilities: What is the potential of Storysharing® ?

PubMed

Bunning, Karen; Gooch, Lynsey; Johnson, Miranda

2017-07-01

Sharing personal experience in narrative is challenging for individuals with intellectual disabilities. The aim was to investigate the potential of Storysharing ® (Storysharing is an innovative communication method based on personal narrative, which has been developed to support conversations with people who have severe difficulties in communication) intervention. The study involved eleven pupil-educational supporter dyads at a special school. Storysharing ® was implemented over a 15-week period. Personal narratives were captured on video pre- and post-intervention. The data were analysed for discourse and narrative. Significant differences revealed a decline in 'query-answer' sequences and an increase in supporter use of 'prompts'. After intervention, there were fewer story episodes. Narrative structure showed gains in action sequences leading to climax, and in closing elements, indicating a more complete narrative. The Storysharing ® intervention appears to be associated with changes to the dyadic, personal narratives illustrating its potential. © 2016 John Wiley & Sons Ltd.

Risk, suffering and competing narratives in the psychiatric assessment of an Iraqi refugee.

PubMed

Savy, Pauline; Sawyer, Anne-Maree

2008-03-01

This paper highlights the problem of "place" for an Iraqi refugee who, for years, had been tortured and imprisoned in his home country. Specifically, the paper presents a case study of a clinical encounter with this refugee, who had come to the attention of an Australian Crisis Assessment and Treatment Team. Drawing from narrative theory, the paper describes the chaotic nature of the encounter to show how the diverse motives, claims and actions of those present expose the struggle involved in the emplotment of an emerging narrative. The case study is constructed and analysed to illustrate the interpretive machinery of "clinical reasoning" and, in particular, the tension and play between "paradigmatic thinking" and "narrative thinking." More generally, this analysis follows the work of social scientists who seek to expand methodologies for writing about human suffering.

Storying the Student Teaching Experience: Trying on Teaching Personae

ERIC Educational Resources Information Center

Davis, Janine S.

2013-01-01

This article uses a narrative analysis approach to explore the stories of student teachers' experiences developing a teaching persona during student teaching. In keeping with the narrative format, the researcher presents the participants' stories in a first-person narrative. The participants had similar experiences in the realm of developing their…

Authentic Leadership Development in the Classroom: A Narrative Approach

ERIC Educational Resources Information Center

Albert, Joseph F.; Vadla, Kaitlin

2009-01-01

This paper examines how a classroom designed process of constructing narratives about oneself, a group, and others helps students develop an authentic leadership voice. We begin by describing the theoretical framework behind our paper, which includes an overview of the notion of authenticity and the linkage between narrative and authentic…

A Narrative Inquiry of International Adoption Stories

ERIC Educational Resources Information Center

Pryor, Christin; Pettinelli, J. Douglas

2011-01-01

The international adoption entrance story is an unexplored topic in the adoption literature. The stories that families tell of beginning life with their new children has important implications for the development of an autobiographical narrative of an adopted child. A coherent autobiographical narrative is vital for healthy childhood development.…

Re-Conceptualizing Teachers' Narrative Inquiry as Professional Development

ERIC Educational Resources Information Center

Golombek, Paula R.; Johnson, Karen E.

2017-01-01

We offer a more nuanced characterization of teachers' narrative inquiry as professional development (Johnson & Golombek, 2002) by grounding our definition of and empirical research on teachers' narrative inquiry from a Vygotskian sociocultural theoretical perspective. Our goal is to reaffirm our belief in the educational value of teachers'…

Narrative Learning, EAL and Metacognitive Development

ERIC Educational Resources Information Center

Cortazzi, Martin; Jin, Lixian

2007-01-01

This paper elaborates some aspects of narrative learning--defined here as learning to tell stories and learning from, about and through narratives--in the context of primary-age pupils who use English as an Additional Language (EAL). The paper introduces some principles to support their language development in classroom interaction. We argue that…

The participants' perspective: how biographic-narrative intervention influences identity negotiation and quality of life in aphasia.

PubMed

Corsten, Sabine; Schimpf, Erika J; Konradi, Jürgen; Keilmann, Annerose; Hardering, Friedericke

2015-01-01

People with aphasia experience a pronounced decrease in quality of life (QoL). Beyond that identity negotiation is hindered, which is crucial for QoL. Biographic-narrative approaches use life story telling to support identity (re)development after disruptive events like stroke. Because of the language deficits inherent in aphasia such 'talk-based' approaches have to be modified for an optimal use. To evaluate an adapted interdisciplinary biographic-narrative intervention using quantitative measures of health-related quality of life (HRQL) and mood. Additionally, semi-structured interviews were conducted to gain a deeper understanding of identity development processes in people with aphasia. Twenty-seven participants with various types of chronic aphasia were enrolled. The biographic narrative intervention consisted of five face-to-face in-depth interviews and seven group sessions conducted over 10 weeks in a mixed-method design with pre- and post-tests and a follow-up assessment 3 months post-intervention. For quantitative evaluation the Aachen Life Quality Inventory (ALQI), the Satisfaction with Life Scale (SWLS) and the Visual Analog Mood Scales (VAMS) were used. Semi-structured interviews were conducted post-treatment, including questions concerning the participants' experiences with the intervention and identity change. Results were analysed using interpretative principles from Grounded Theory. For all 27 participants, we found significant and stable growth in HRQL. Self-reported states of mood also improved. As expected, overall cognitively based life satisfaction did not change. The interviews revealed two main categories: 'evaluation of the face-to-face interviews' and 'evaluation of the group sessions'. Further analysis found four overlapping main themes which were identified as identity issues: agency, control, disease concept and doing things. Our quantitative and qualitative results demonstrated the benefits associated with the biographic-narrative intervention. The participants' sense of self changed through the approach. The findings provide foundations for future work using biographic narrative interventions to influence QoL and identity renegotiation in people with aphasia. © 2015 Royal College of Speech and Language Therapists.

Complementary medicine for treatment of agitation and delirium in older persons: a systematic review and narrative synthesis.

PubMed

Levy, Ilana; Attias, Samuel; Ben-Arye, Eran; Bloch, Boaz; Schiff, Elad

2017-05-01

Agitation and delirium frequently occur in cognitively impaired older people. We conducted a systematic review with narrative synthesis of the literature aiming to assess effectiveness of complementary and alternative medicine (CAM) modalities to address these conditions. Following preliminary search, we included 40 original researches on CAM treatment of delirium and agitation in older persons. Then, the quality of these studies was assessed using the Downs and Black Checklist and Quality Assessment Tool for Studies with Diverse Designs, and the effect sizes were calculated. We subsequently conducted a narrative synthesis of the main findings, including theory development, preliminary synthesis, exploration of relationships within and between studies, and assessment of synthesis robustness. Forty articles that met the inclusion criteria were analyzed. Sixteen of these were randomized controlled trials. One article specifically addressed CAM treatment of delirium in patients without dementia, and the remaining 39 articles described treatments of agitated older persons with dementia. Thirty-five of the 40 included studies suggested that the investigated CAM therapies may ameliorate the severity of agitation and delirium. The physiological surrogates of agitation assessed in these studies included cortisol level, chromogranin A level, and heart rate variability. Very few of the studies systematically assessed safety issues, although no major adverse effects were reported. Overall, the systematic review of the literature suggests that several CAM modalities are potentially beneficial in the treatment of agitation and delirium among older persons. We suggest that promising CAM modalities should be further explored through large-scale randomized controlled trials in different clinical settings. Copyright © 2017 John Wiley & Sons, Ltd. Copyright © 2017 John Wiley & Sons, Ltd.

Narrative insight in psychosis: The relationship with spiritual and religious explanatory frameworks.

PubMed

Marriott, Michael R; Thompson, Andrew R; Cockshutt, Graham; Rowse, Georgina

2018-03-25

When considering psychosis, the concept of narrative insight has been offered as an alternative to clinical insight in determining individuals' responses to their difficulties, as it allows for a more holistic and person-centred framework to be embraced within professional practice. This study aims to explore the validity of the narrative insight construct within a group of people who have experienced psychosis. Inductive qualitative methods were used to explore how eight participants utilized spiritual or religious explanatory frameworks for their experiences of psychosis and to consider these in relation to the construct of narrative insight. Semi-structured interviews were undertaken with individuals who identified themselves as interested in spiritual or religious ideas and whose self-reported experiences which were identified as akin to psychosis by experienced academic clinicians. Transcriptions from these interviews were subject to interpretative phenomenological analysis within a broader research question; a selection of themes and data from the resultant phenomenological structure are explored here for their relevance to narrative insight. Participants discussed spiritual and biological explanations for their experiences and were able to hold alternative potential explanations alongside each other. They were reflective regarding the origins of their explanations and would describe a process of testing and proof in relation to them. These findings suggest that the narrative insight construct has the potential to be a valid approach to understanding experiences of psychosis, and challenge the dominance of the clinical insight construct within clinical practice. Clinicians should value the explanatory framework for experiences which are provided by individuals experiencing psychosis, and encourage them to develop a framework which is coherent to their own world view rather than predominantly pursuing a biomedical explanation. Assessments of psychosis should be adapted to include an understanding of the cohesiveness of the individual's explanatory framework and personal value to them, with a reduced focus on their acceptance of biomedical models of 'illness'. Care and care research for individuals experiencing psychosis should consider the value of narrative insight within future developments. © 2018 The Authors. Psychology and Psychotherapy: Theory, Research and Practice published by John Wiley & Sons Ltd on behalf of British Psychological Society.

Sounding Narrative Medicine: Studying Students’ Professional Identity Development at Columbia University College of Physicians and Surgeons

PubMed Central

Miller, Eliza; Balmer, Dorene; Hermann, Nellie; Graham, Gillian; Charon, Rita

2014-01-01

Purpose To learn what medical students derive from training in humanities, social sciences, and the arts in a narrative medicine curriculum and to explore narrative medicine’s framework as it relates to students’ professional development. Method On completion of required intensive, half-semester narrative medicine seminars in 2010, 130 second-year medical students at Columbia University College of Physicians and Surgeons participated in focus group discussions of their experiences. Focus group transcriptions were submitted to close iterative reading by a team who performed a grounded-theory-guided content analysis, generating a list of codes into which statements were sorted to develop overarching themes. Provisional interpretations emerged from the close and repeated readings, suggesting a fresh conceptual understanding of how and through what avenues such education achieves its goals in clinical training. Results Students’ comments articulated the known features of narrative medicine—attention, representation, and affiliation—and endorsed all three as being valuable to professional identity development. They spoke of the salience of their work in narrative medicine to medicine and medical education and its dividends of critical thinking, reflection, and pleasure. Critiques constituted a small percentage of the statements in each category. Conclusions Students report that narrative medicine seminars support complex interior, interpersonal, perceptual, and expressive capacities. Students’ lived experiences confirm some expectations of narrative medicine curricular planners while exposing fresh effects of such work to view. PMID:24362390

The Development of Reference Realization and Narrative in an Australian Contact Language, Wumpurrarni English

PubMed Central

Disbray, Samantha

2016-01-01

The development of narrative skill has been investigated extensively in a wide range of languages, cross-linguistically and in multilingual settings (Berman and Slobin, 1994b; Severing and Verhoeven, 2001; Hickmann, 2004; Strömqvist and Verhoeven, 2004). The present study investigates the development of reference realization in narrative among Indigenous children in a remote urban township in Central Australia. The children, aged between 5 and 14 years, are speakers of a contact language, Wumpurrarni English. Language development is rarely investigated among speakers of minority languages, whose language development is often appraised in the majority language, with little attention to language performance in the speaker's home variety. The present study addresses this gap through a fine-grained qualitative analysis of the development of reference in narrative, drawing on a complex stimulus and a model of discourse strategy. The results show (a) a developmental trajectory similar to that found in other languages, with children aged eight and under producing simpler and less globally organized narratives than older speaker groups, and (b) vulnerability to the changing demands of the stimulus among these younger speakers. In addition, a subset of narrations were produced in “school variety,” a style more like Standard Australian English. The results for this set showed that the narrative content and global organization of the productions by 10- and 12-year-olds were more similar to the productions of younger children, than like-aged speakers, who narrated in their home variety. Analysis of speaker responses to two factors of complexity, the stimulus and code choice, illuminated mechanisms for discourse production and development, and suggest that constructing discourse requires co-ordination of an underlying schema and on-line construction of a particular story, through the deployment of linguistic devices in a particular narrative context. The analysis showed that these two skills are tightly interdependent, and indeed co-constructing. PMID:26869952

Medical Students' Professional Development as Educators Revealed Through Reflections on Their Teaching Following a Students-as-Teachers Course.

PubMed

Yoon, Michelle H; Blatt, Benjamin C; Greenberg, Larrie W

2017-01-01

Phenomenon: Teaching is an important part of the tri-partite mission of every medical center. Although teaching often is given lower priority and recognition as opposed to patient care and/or research, this activity for many physicians in academic medicine ranks second to their patient care responsibilities. Medical teacher training has traditionally been aimed at faculty and residents through faculty development initiatives, continuing education for physicians at professional conferences, formalized degree or certificate programs in education, and residents as teachers programs. More recently medical schools have developed medical-students-as-teachers programs, often offered as 4th-year electives, to introduce learners to the theory of teaching and learning with appropriate application in the clinical setting. Data on learner outcomes and students' perceptions and experiences in these programs consist mostly of their satisfaction after completing such a program. In this article we explore 4th-year medical student trainees' experiences and emerging self-concepts as educators during a teaching elective. The purpose of this project was to explore students' reflections on their experiences in a 4th-year medical students-as-teachers course in their own words through their written self-assessment narratives. We used qualitative content analysis to examine 96 trainees' self-reported, written reflective narratives of how they translated their students-as-teachers course experience into application by applying newly learned educational theories, instructional strategies, and feedback skills while teaching novice peers physical diagnosis skills. Narratives revealed candid self-assessments and detailed descriptions of their experiences and what they valued most from the course. Content analysis revealed nine key themes: using teaching strategies for adult learning, preparing for class, modeling professionalism, incorporating clinical correlations, exceeding course requirements, giving and receiving feedback, providing mentoring, creating a positive learning climate, and growing as educators. Insights: This study's results reveal how learners perceive and translate their experiences in a teaching course, in terms of incorporating particular knowledge or skills, valuing or displaying certain professional behaviors, and gaining self-awareness and satisfaction from teaching experiences. The findings of this study, specifically major themes from self-assessment narratives, provide us with a better understanding of medical students' developing identities and emerging professional self-concept as educators, specifically as experienced through a combination of formal teaching, and applying education theories and strategies. Findings may be informative from a program evaluation lens but also for faculty development initiatives related to training medical teachers and the larger landscape of the emerging field of Health Professions Education.

Monitoring Indicators of Scholarly Language: A Progress-Monitoring Instrument for Measuring Narrative Discourse Skills

ERIC Educational Resources Information Center

Gillam, Sandra Laing; Gillam, Ronald B.; Fargo, Jamison D.; Olszewski, Abbie; Segura, Hugo

2017-01-01

The purpose of this study was to assess the basic psychometric properties of a progress-monitoring tool designed to measure narrative discourse skills in school-age children with language impairments (LI). A sample of 109 children with LI between the ages of 5 years 7 months and 9 years 9 months completed the "Test of Narrative Language"…

Narrative production in children with autism spectrum disorder (ASD) and children with attention-deficit/hyperactivity disorder (ADHD): Similarities and differences.

PubMed

Kuijper, Sanne J M; Hartman, Catharina A; Bogaerds-Hazenberg, Suzanne T M; Hendriks, Petra

2017-01-01

The present study focuses on the similarities and differences in language production between children with autism spectrum disorder (ASD) and children with attention-deficit/hyperactivity disorder (ADHD). In addition, we investigated whether Theory of Mind (ToM), working memory, and response inhibition are associated with language production. Narratives, produced by 106 Dutch-speaking children (36 with ASD, 34 with ADHD, and 36 typically developing) aged 6 to 12 during ADOS assessment, were examined on several linguistic measures: verbal productivity, speech fluency, syntactic complexity, lexical semantics, and discourse pragmatics. Children were tested on ToM, working memory, and response inhibition and parents filled in the Children's Communication Checklist (CCC-2). Gold-standard diagnostic measures (Autism Diagnostic Observation Schema [ADOS], Autism Diagnostic Interview Revised [ADI-R], and the Parent Interview for Child Symptoms [PICS]) were administered to all children to confirm diagnosis. Regarding similarities, both clinical groups showed impairments in narrative performance relative to typically developing children. These were confirmed by the CCC-2. These impairments were not only present on pragmatic measures, such as the inability to produce a narrative in a coherent and cohesive way, but also on syntactic complexity and their production of repetitions. As for differences, children with ADHD but not children with ASD showed problems in their choice of referring expressions and speech fluency. ToM and working memory performance but not response inhibition were associated with many narrative skills, suggesting that these cognitive mechanisms explain some of the impairments in language production. We conclude that children with ASD and children with ADHD manifest multiple and diverse language production problems, which may partly relate to their problems in ToM and working memory. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Shifting the balance: the contemporary narrative of obesity.

PubMed

Shugart, Helene A

2011-01-01

In this essay, I assess the narrative of obesity as articulated in representative contemporary mainstream media fare--namely, The Oprah Winfrey Show, The Biggest Loser, and Big Medicine. I contend that the emergent narrative of obesity across these programs signals a shift from the historically received narrative in light of its intersection with the concurrent culturally resonant narratives of addiction and self-actualization. In particular, the proposed "problem" and "solution" to obesity, both historically attributed to personal responsibility, appear to be shifting in favor of cultural explanations that describe obesity as symptomatic of and secondary to broader issues related to community, emotionality, and agency. This suggests novel cultural understandings, practices, and policies regarding the mounting "obesity epidemic."

Questions Arising from the Assessment of EFL Narrative Writing

ERIC Educational Resources Information Center

Yi, Yong

2013-01-01

This article questions how narrative writing is assessed, seeking to understand what we test, what we value, and why. It uses a single anomalous case that arose in the course of my recent PhD thesis to highlight the issues, asking if sufficient attention is being given to the value of emotional content in a piece of writing in comparison to its…

Narrative, Preaching, and Formation

ERIC Educational Resources Information Center

Finney, Mark David

2017-01-01

This dissertation focuses on the place of narrative in the transformational encounter that can take place between hearers of sermons and God. Chapter 1 surveys the history and development of contemporary scholarship related to narrative preaching. It argues that most homileticians consider narrative either as a way of structuring sermons, or as a…

CNTRO: A Semantic Web Ontology for Temporal Relation Inferencing in Clinical Narratives.

PubMed

Tao, Cui; Wei, Wei-Qi; Solbrig, Harold R; Savova, Guergana; Chute, Christopher G

2010-11-13

Using Semantic-Web specifications to represent temporal information in clinical narratives is an important step for temporal reasoning and answering time-oriented queries. Existing temporal models are either not compatible with the powerful reasoning tools developed for the Semantic Web, or designed only for structured clinical data and therefore are not ready to be applied on natural-language-based clinical narrative reports directly. We have developed a Semantic-Web ontology which is called Clinical Narrative Temporal Relation ontology. Using this ontology, temporal information in clinical narratives can be represented as RDF (Resource Description Framework) triples. More temporal information and relations can then be inferred by Semantic-Web based reasoning tools. Experimental results show that this ontology can represent temporal information in real clinical narratives successfully.

Using Piaget's Theory of Cognitive Development to Understand the Construction of Healing Narratives

ERIC Educational Resources Information Center

Cook-Cottone, Catherine P.

2004-01-01

The construction of healing narratives is a framework within which the college counselor can view the progressive development of the counseling process. The level of a client's narrative processing appears to depend on an interaction between experience-specific knowledge and experience-specific emotionality. Implications for college counselors and…

A Model for Designing Instructional Narratives for Adult Learners: Connecting the Dots

ERIC Educational Resources Information Center

Smith, Debra M.

2013-01-01

The purpose of this study was to develop a research-based model for designing and deploying instructional narratives based on principles derived from narrative theory, development theory, communication theory, learning theory and instructional design theory to enable adult learning and retention and the effective transfer of that retained learning…

Evaluation of Branched-Narrative Virtual Patients for Interprofessional Education of Psychiatry Residents.

PubMed

Wilkening, G Lucy; Gannon, Jessica M; Ross, Clint; Brennan, Jessica L; Fabian, Tanya J; Marcsisin, Michael J; Benedict, Neal J

2017-02-01

This pilot study evaluated the utility of branched-narrative virtual patients in an interprofessional education series for psychiatry residents. Third-year psychiatry residents attended four interprofessional education advanced psychopharmacology sessions that involved completion of a branched-narrative virtual patient and a debriefing session with a psychiatric pharmacist. Pre- and post-assessments analyzed resident learning and were administered around each virtual patient. Simulation 4 served as a comprehensive review. The primary outcome was differences in pre- and post-assessment scores. Secondary outcomes included resident satisfaction with the virtual patient format and psychiatric pharmacist involvement. Post-test scores for simulations 1, 2, and 3 demonstrated significant improvement (p < 0.05) from pre-test scores. Scores for simulation 4 did not retain significance. Resident satisfaction with the branched-narrative virtual patient format and psychiatric pharmacist involvement was high throughout the series (100 %; n = 18). Although there are important methodological limitations to this study including a small sample size and absence of a comparator group, this pilot study supports the use of branched-narrative virtual patients in an interprofessional education series for advanced learners.

Measuring Lexical Diversity in Narrative Discourse of People with Aphasia

ERIC Educational Resources Information Center

Fergadiotis, Gerasimos; Wright, Heather H.; West, Thomas M.

2013-01-01

Purpose: A microlinguistic content analysis for assessing lexical semantics in people with aphasia (PWA) is lexical diversity (LD). Sophisticated techniques have been developed to measure LD. However, validity evidence for these methodologies when applied to the discourse of PWA is lacking. The purpose of this study was to evaluate four measures…

Developing Behavioral Metrics for Decision-Making in Marine Corps Small-Units

DTIC Science & Technology

2013-09-01

BACKGROUND A. HISTORY OF ASSESSMENTS The sinking of the British passenger liner RMS Lusitania by a German submarine in 1915 (Lauriat, 1915), and the...a narrative of the torpedoing and sinking of the RMS Lusitania by a German submarine off the Irish coast May 7, 1915. Boston, MA: Houghton Mifflin

Narrative processing in typically developing children and children with early unilateral brain injury: seeing gesture matters.

PubMed

Demir, Özlem Ece; Fisher, Joan A; Goldin-Meadow, Susan; Levine, Susan C

2014-03-01

Narrative skill in kindergarteners has been shown to be a reliable predictor of later reading comprehension and school achievement. However, we know little about how to scaffold children's narrative skill. Here we examine whether the quality of kindergarten children's narrative retellings depends on the kind of narrative elicitation they are given. We asked this question with respect to typically developing (TD) kindergarten children and children with pre- or perinatal unilateral brain injury (PL), a group that has been shown to have difficulty with narrative production. We compared children's skill in retelling stories originally presented to them in 4 different elicitation formats: (a) wordless cartoons, (b) stories told by a narrator through the auditory modality, (c) stories told by a narrator through the audiovisual modality without co-speech gestures, and (e) stories told by a narrator in the audiovisual modality with co-speech gestures. We found that children told better structured narratives in response to the audiovisual + gesture elicitation format than in response to the other 3 elicitation formats, consistent with findings that co-speech gestures can scaffold other aspects of language and memory. The audiovisual + gesture elicitation format was particularly beneficial for children who had the most difficulty telling a well-structured narrative, a group that included children with larger lesions associated with cerebrovascular infarcts. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Core story creation: analysing narratives to construct stories for learning.

PubMed

Petty, Julia; Jarvis, Joy; Thomas, Rebecca

2018-03-16

Educational research uses narrative enquiry to gain and interpret people's experiences. Narrative analysis is used to organise and make sense of acquired narrative. 'Core story creation' is a way of managing raw data obtained from narrative interviews to construct stories for learning. To explain how core story creation can be used to construct stories from raw narratives obtained by interviewing parents about their neonatal experiences and then use these stories to educate learners. Core story creation involves reconfiguration of raw narratives. Reconfiguration includes listening to and rereading transcribed narratives, identifying elements of 'emplotment' and reordering these to form a constructed story. Thematic analysis is then performed on the story to draw out learning themes informed by the participants. Core story creation using emplotment is a strategy of narrative reconfiguration that produces stories which can be used to develop resources relating to person-centred education about the patient experience. Stories constructed from raw narratives in the context of constructivism can provide a medium or an 'end product' for use in learning resource development. This can then contribute to educating students or health professionals about patients' experiences. ©2018 RCN Publishing Company Ltd. All rights reserved. Not to be copied, transmitted or recorded in any way, in whole or part, without prior permission of the publishers.

Twenty years of assessment in WORK: a narrative review.

PubMed

Shaw, Lynn; Campbell, Heather; Jacobs, Karen; Prodinger, Birgit

2010-01-01

The aim of this review was to gain an understanding of the first 20 years of contributions to WORK within the assessment domain and to reflect on the perspectives underscoring this knowledge base. A narrative review of assessment articles using the WORK ARTicle database was conducted. Assessment articles were searched using issues from 1990 to 2009. Descriptive data was analyzed to examine historical trends of the specific types and dimensions of articles, the regional location of the contributions, and the methodological accordance. A reflective process was used by an editorial board member of WORK to inductively interpret perspectives and contextual issues that underpinned the evolution of the assessment domain in WORK. Over half of $N=$ 108 of the articles on assessment in WORK focused on establishing or reporting reliability and validity of assessments used in clinical practice or evaluation research. The majority of the assessment articles were predominantly focused on the person. Contributions of articles were from 5 regions: North America, Europe, Australia, Asia and Africa. Assessment articles in WORK have contributed to the development of evidence to support assessment of the worker. These articles represent a knowledge base that emphasizes evidence-based assessments to evaluate what a person can and cannot do to participate in work. Efforts are needed to expand knowledge generation in assessment to include more evaluations on the workplace and occupation dimensions, and that also considers the worker in context.

Directionality effects in simultaneous language interpreting: the case of sign language interpreters in The Netherlands.

PubMed

Van Dijk, Rick; Boers, Eveline; Christoffels, Ingrid; Hermans, Daan

2011-01-01

The quality of interpretations produced by sign language interpreters was investigated. Twenty-five experienced interpreters were instructed to interpret narratives from (a) spoken Dutch to Sign Language of The Netherlands (SLN), (b) spoken Dutch to Sign Supported Dutch (SSD), and (c) SLN to spoken Dutch. The quality of the interpreted narratives was assessed by 5 certified sign language interpreters who did not participate in the study. Two measures were used to assess interpreting quality: the propositional accuracy of the interpreters' interpretations and a subjective quality measure. The results showed that the interpreted narratives in the SLN-to-Dutch interpreting direction were of lower quality (on both measures) than the interpreted narratives in the Dutch-to-SLN and Dutch-to-SSD directions. Furthermore, interpreters who had begun acquiring SLN when they entered the interpreter training program performed as well in all 3 interpreting directions as interpreters who had acquired SLN from birth.

Enhancing Evidence-Based Public Health Policy: Developing and Using Policy Narratives.

PubMed

Troy, Lisa M; Kietzman, Kathryn G

2016-06-01

Academic researchers and clinicians have a critical role in shaping public policies to improve the health of an aging America. Policy narratives that pair personal stories with research statistics are a powerful tool to share knowledge generated in academic and clinical settings with policymakers. Effective policy narratives rely on a trustworthy and competent narrator and a compelling story that highlights the personal impact of policies under consideration and academic research that bolsters the story. Awareness of the cultural differences in the motivations, expectations, and institutional constraints of academic researchers and clinicians as information producers and U.S. Congress and federal agencies as information users is critical to the development of policy narratives that impact policy decisions. The current article describes the development and use of policy narratives to bridge cultures and enhance evidence-based public health policies that better meet the needs of older adults. [Journal of Gerontological Nursing, 42(6), 11-17.]. Copyright 2016, SLACK Incorporated.

Frailty screening and assessment tools: a review of characteristics and use in Public Health.

PubMed

Gilardi, F; Capanna, A; Ferraro, M; Scarcella, P; Marazzi, M C; Palombi, L; Liotta, G

2018-01-01

Frailty screening and assessment are a fundamental issue in Public Health in order to plan prevention programs and services. By a narrative review of the literature employing the International Narrative Systematic Assessment tool, the authors aims to develop an updated framework for the main procedures and measurement tools to assess frailty in older adults, paying attention to the use in the primary care setting. The study selected 10 reviews published between January 2010 and December 2016 that define some characteristics of the main tools used to measure the frailty. Within the selected reviews only one of the described tools met all the criteria (multidimensionality, quick and easy administration, accurate risk prediction of negative outcomes and high sensitivity and specificity) necessary for a screening tool. Accurate risk prediction of negative outcomes could be the appropriate and sufficient criteria to assess a tool aimed to detect frailty in the community-dwelling elderly population. A two-step process (a first short questionnaire to detect frailty and a second longer questionnaire to define the care demand at individual level) could represent the appropriate pathway for planning care services at community level.

Improving Narrative Writing Skills of Secondary Students with Disabilities Using Strategy Instruction

ERIC Educational Resources Information Center

Foxworth, Lauren L.; Mason, Linda H.; Hughes, Charles A.

2017-01-01

Writing standards and objectives outline complex skills for narrative essay writing at the secondary level. Students with disabilities often produce disorganized narratives with fewer narrative elements than their peers without disabilities. A multiple-probe design was used to examine effects of Self-Regulated Strategy Development for the Pick my…

Systemic therapy and attachment narratives: Attachment Narrative Therapy.

PubMed

Dallos, Rudi; Vetere, Arlene

2014-10-01

This article outlines an integration of attachment theory with narrative theory and systemic theory and practice: Attachment Narrative Therapy (ANT). This integration offers a more powerful explanatory formulation of the development and maintenance of human distress in relationships, families and communities, and gives direction to psychotherapeutic intervention. © The Author(s) 2014.

A Longitudinal Study of Narrative Development in Children and Adolescents with Down Syndrome

ERIC Educational Resources Information Center

Cleave, Patricia; Bird, Elizabeth Kay-Raining; Czutrin, Rachael; Smith, Lindsey

2012-01-01

The present study examined narrative development in children and adolescents with Down syndrome longitudinally. Narratives were collected from 32 children and adolescents with Down syndrome three times over a 1-year period. Both micro- and macrolevel analyses were conducted. Significant growth over the 1-year period was seen in semantic complexity…

Emotional Development and Construction of Teacher Identity: Narrative Interactions about the Pre-Service Teachers' Practicum Experiences

ERIC Educational Resources Information Center

Teng, Mark Feng

2017-01-01

Pre-service teacher identity research has directed limited attention to the construction and development of professional teacher identity through narrative interaction. An analysis of narrative interactions among pre-service teachers in the present study explored the ways in which they negotiated emotional flux in the process of training to become…

Barriers and facilitators for integrating digital narratives in secondary school science instruction: A media specialist's action research study

NASA Astrophysics Data System (ADS)

Midland, Susan

Media specialists are increasingly assuming professional development roles as they collaborate with teachers to design instruction that combines content with technology. I am a media specialist in an independent school, and collaborated with two science teachers over a three-year period to integrate technology with their instruction. This action study explored integration of a digital narrative project in three eighth-grade earth science units and one ninth-grade physics unit with each unit serving as a cycle of research. Students produced short digital documentaries that combined still images with an accompanying narration. Students participating in the project wrote scripts based on selected science topics. The completed scripts served as the basis for the narratives. These projects were compared with a more traditional science writing project. Barriers and facilitators for implementation of this type of media project in a science classroom were identified. Lack of adequate access to computers proved to be a significant mechanical barrier. Acquisition of a laptop cart reduced but did not eliminate the technology access issues. The complexity of the project increased implementation time in comparison with traditional alternatives. Evaluation of the completed media projects presented problems. Scores by outside evaluators reflected evaluator unfamiliarity with assessing multimedia projects rather than student performance. Despite several revisions of the assessment rubric, low inter-rater reliability remained a concern even in the last cycle. This suggests that evaluation of media could present issues for teachers who attempt projects of this kind. A writing frame was developed to facilitate production of scripts. This reduced the time required to produce the scripts, but produced writing that was formulaic in the teacher's estimate. A graphic organizer was adopted in the final cycle to address this concern. New insights emerged as the study progressed through the four cycles of the study. At the conclusion of the study, the two teachers and I had a better understanding of barriers that can prevent smooth integration of a technology-based project.

Children's, parents' and other stakeholders' perspectives on early dietary self-management to delay disease progression of chronic disease in children: a protocol for a mixed studies systematic review with a narrative synthesis.

PubMed

Pugh, Pearl; Hemingway, Pippa; Christian, Martin; Higginbottom, Gina

2018-01-25

Chronic disease of childhood may be delayed by early dietary intervention. The purpose of this systematic review is to provide decision-makers with a perspective on the role of early dietary intervention, as a form of self-management, to delay disease progression in children with early chronic disease, as described by children, parents and other stakeholders. The study will systematically review empirical research (qualitative, quantitative and mixed method designs), including grey literature, using a narrative synthesis. A four-stage search process will be conducted involving a scoping search, the Scottish Intercollegiate Guidelines Network (SIGN) Patient Issues search filter on MEDLINE, the search of seven databases using a chronic disease and chronic kidney disease (CKD) search strategy, and hand searching the reference lists of identified papers for additional studies. All studies retrieved during the search process will undergo a screening and selection process against the inclusion/exclusion criteria. Methodological quality of relevant studies will be assessed using a validated Mixed Studies Review scoring system, before inclusion in the review. Relevant grey literature will be assessed for methodological quality and relative importance using McGrath et al.'s framework and the Academy Health advisory committee categories, respectively. Data extraction will be guided by the Centre for Review and Dissemination guidance and Popay et al.'s work. The narrative synthesis of the findings will use elements of Popay et al.'s methodology of narrative synthesis, applying recognised tools for each of the four elements: (1) developing a theory of how the intervention works, why and for whom; (2) developing a preliminary synthesis of findings of included studies; (3) exploring relationships in the data; and (4) assessing the robustness of the synthesis. This mixed studies systematic review with a narrative synthesis seeks to elucidate the gaps in current knowledge and generate a fresh explanation of research findings on early dietary self-management in chronic disease, with particular application to CKD, from the stakeholders' perspective. The review will provide an important platform to inform future research, identifying the facilitators and barriers to implementing early dietary interventions. Ultimately, the review will contribute vital information to inform future improvements in chronic disease. The lead author has a particular interest in CKD paediatric service delivery. The review has been registered with PROSPERO (CRD42017078130).

Gridded population projections for the coastal zone under the Shared Socioeconomic Pathways

NASA Astrophysics Data System (ADS)

Merkens, Jan-Ludolf; Reimann, Lena; Hinkel, Jochen; Vafeidis, Athanasios T.

2016-10-01

Existing quantifications of the Shared Socioeconomic Pathways (SSP) used for climate impact assessment do not account for subnational population dynamics such as coastward-migration that can be critical for coastal impact assessment. This paper extends the SSPs by developing spatial projections of global coastal population distribution for the five basic SSPs. Based on a series of coastal migration drivers we develop coastal narratives for each SSP. These narratives account for differences in coastal and inland population developments in urban and rural areas. To spatially distribute population, we use the International Institute for Applied Systems Analysis (IIASA) national population and urbanisation projections and employ country-specific growth rates, which differ for coastal and inland as well as for urban and rural regions, to project coastal population for each SSP. These rates are derived from spatial analysis of historical population data and adjusted for each SSP based on the coastal narratives. Our results show that, compared to the year 2000 (638 million), the population living in the Low Elevated Coastal Zone (LECZ) increases by 58% to 71% until 2050 and exceeds one billion in all SSPs. By the end of the 21st century, global coastal population declines to 830-907 million in all SSPs except for SSP3, where coastal population growth continues and reaches 1.184 billion. Overall, the population living in the LECZ is higher by 85 to 239 million compared to the original IIASA projections. Asia expects the highest absolute growth (238-303 million), Africa the highest relative growth (153% to 218%). Our results highlight regions where high coastal population growth is expected and will therefore face an increased exposure to coastal flooding.

Observational attachment theory-based parenting measures predict children's attachment narratives independently from social learning theory-based measures.

PubMed

Matias, Carla; O'Connor, Thomas G; Futh, Annabel; Scott, Stephen

2014-01-01

Conceptually and methodologically distinct models exist for assessing quality of parent-child relationships, but few studies contrast competing models or assess their overlap in predicting developmental outcomes. Using observational methodology, the current study examined the distinctiveness of attachment theory-based and social learning theory-based measures of parenting in predicting two key measures of child adjustment: security of attachment narratives and social acceptance in peer nominations. A total of 113 5-6-year-old children from ethnically diverse families participated. Parent-child relationships were rated using standard paradigms. Measures derived from attachment theory included sensitive responding and mutuality; measures derived from social learning theory included positive attending, directives, and criticism. Child outcomes were independently-rated attachment narrative representations and peer nominations. Results indicated that Attachment theory-based and Social Learning theory-based measures were modestly correlated; nonetheless, parent-child mutuality predicted secure child attachment narratives independently of social learning theory-based measures; in contrast, criticism predicted peer-nominated fighting independently of attachment theory-based measures. In young children, there is some evidence that attachment theory-based measures may be particularly predictive of attachment narratives; however, no single model of measuring parent-child relationships is likely to best predict multiple developmental outcomes. Assessment in research and applied settings may benefit from integration of different theoretical and methodological paradigms.

Depression as a moderator of STAIR Narrative Therapy for women with post-traumatic stress disorder related to childhood abuse.

PubMed

Cloitre, Marylene; Garvert, Donn W; Weiss, Brandon J

2017-01-01

Background : Depression among those who have experienced childhood abuse is associated with earlier onset, more persistent and severe symptoms, more frequent relapse, and poorer treatment outcomes across a variety of psychiatric disorders. In addition, individuals with a history of childhood abuse are more likely to develop post-traumatic stress disorder (PTSD) co-occurring with depression. Objective : This study evaluated whether severity of depression moderated the outcome in a PTSD treatment for childhood abuse survivors. Specifically, we assessed whether individuals with significant depression obtained better outcomes when provided with a two-module treatment which included a skills training component with behavioral activation interventions, Skills Training in Affective and Interpersonal Regulation (STAIR) followed by a trauma-focused component, Narrative Therapy, as compared to two control conditions where one component (STAIR or Narrative Therapy) was replaced with Supportive Counseling. Method : Participants were 104 women with PTSD related to childhood abuse. Participants were randomized into three conditions: (1) STAIR plus Narrative Therapy (SNT), (2) STAIR plus Supportive Counseling (SSC), and (3) Supportive Counseling plus Narrative Therapy (SCNT). Clinician-Administered PTSD Scale for DSM-IV (CAPS-IV) PTSD symptom severity was assessed at pre-treatment, post-treatment, and 3 and 6 month follow-up. Results : Participants with severe depression showed superior PTSD symptom reduction following SNT, while those in the other two conditions experienced a loss of improvement after treatment ended. A similar finding was obtained among those with moderate depression, while among those with low levels of depression, outcomes did not differ across the three treatment conditions. Conclusions : Childhood abuse survivors with severe depression obtained superior outcomes in a treatment that combined skills training with trauma-focused work. Skills packages which contain behavioral activation interventions in combination with trauma-focused work may be particularly beneficial for patients with childhood abuse and severe depression.

The Bidirectional Nature of Narrative Scaffolding: Latino Caregivers' Elaboration While Creating Stories from a Picture Book

ERIC Educational Resources Information Center

Schick, Adina R.; Melzi, Gigliana; Obregón, Javanna

2017-01-01

Although caregiver narrative elaboration is seen as a critical dimension for children's development of narrative skills, research has yet to show a predictive relation between caregiver elaboration and child outcomes for low-income Latino children. The present study explored whether specific types of narrative elaboration were predicted by and…

Socioculturally Situated Narratives as Co-Authors of Student Teachers' Learning from Experience

ERIC Educational Resources Information Center

Philpott, Carey

2014-01-01

This paper reports on research into the ways in which student teachers' experiential learning is mediated by socioculturally situated narrative resources. The research uses Wertsch's idea of the narrative template as a co-author of individual narratives. This idea is developed to be useful in the particular context of initial teacher education…

The Index of Narrative Microstructure: A Clinical Tool for Analyzing School-Age Children's Narrative Performances

ERIC Educational Resources Information Center

Justice, Laura M.; Bowles, Ryan P.; Kaderavek, Joan N.; Ukrainetz, Teresa A.; Eisenberg, Sarita L.; Gillam, Ronald B.

2006-01-01

Purpose: This research was conducted to develop a clinical tool--the Index of Narrative Microstructure (INMIS)--that would parsimoniously account for important microstructural aspects of narrative production for school-age children. The study provides field test age- and grade-based INMIS values to aid clinicians in making normative judgments…

Variability in Mothers' Support for Preschoolers' Contributions to Co-Constructed Narratives as a Function of Child Age

ERIC Educational Resources Information Center

Zevenbergen, Andrea A.; Holmes, Ashley; Haman, Ewa; Whiteford, Nichole; Thielges, Shelly

2016-01-01

Children's narrative abilities in the preschool years have been found to predict their later literacy skills. Mothers' verbalizations during shared personal narratives with their preschoolers have been shown to facilitate children's development of narrative skills. The present study sought to extend the literature by investigating mothers' use of…

The Impact of Narrative-Based Learning in Classroom

ERIC Educational Resources Information Center

Marunda-Piki, Chipo J.

2018-01-01

Narrative and story play a central role in cognitive and cultural development of children. In this article, I explore a narrative-centred pedagogy used to address the teaching and learning concerns of my pupils from Helena infant school, Zimbabwe. I document how, as a novice teacher, I deployed narrative learning in my teaching of English as a…

Properties of the Narrative Scoring Scheme Using Narrative Retells in Young School-Age Children

ERIC Educational Resources Information Center

Heilmann, John; Miller, Jon F.; Nockerts, Ann; Dunaway, Claudia

2010-01-01

Purpose: To evaluate the clinical utility of the narrative scoring scheme (NSS) as an index of narrative macrostructure for young school-age children. Method: Oral retells of a wordless picture book were elicited from 129 typically developing children, ages 5-7. A series of correlations and hierarchical regression equations were completed using…

Structural and Dialectal Characteristics of the Fictional and Personal Narratives of School-Age African American Children

ERIC Educational Resources Information Center

Mills, Monique T.; Watkins, Ruth V.; Washington, Julie A.

2013-01-01

Purpose: To report preliminary comparisons of developing structural and dialectal characteristics associated with fictional and personal narratives in school-age African American children. Method: Forty-three children, Grades 2-5, generated a fictional narrative and a personal narrative in response to a wordless-book elicitation task and a…

Facebook, Political Narrative, and Political Change: A Case Study of Palestinian Youth

ERIC Educational Resources Information Center

Kenderes, Amanda M.

2012-01-01

In this dissertation I aim to advance political narrative theory by exploring the use of political narrative on Facebook and the possibility for Facebook to be used among Palestinian youth for political change. To examine the concepts of political narrative and political change, I developed a model for political change based on the changing…

Witnessing Stories: Definitional Ceremonies in Narrative Therapy with Adults Who Stutter

ERIC Educational Resources Information Center

Leahy, Margaret M.; O'Dwyer, Mary; Ryan, Fiona

2012-01-01

Background: Narrative therapy (White & Epston, 1990) was developed as an approach to counselling, as a response to the power relations that influence people's lives. Its use with people who stutter has been documented. A basic tenet of narrative therapy is that the dominant problem-saturated narrative is challenged by externalizing the problem, in…

Levels of narrative analysis in health psychology.

PubMed

Murray, M

2000-05-01

The past 10-15 years have seen a rapid increase in the study of narrative across all the social sciences. It is sometimes assumed that narrative has the same meaning irrespective of the context in which it is expressed. This article considers different levels of narrative analysis within health psychology. Specifically, it considers the character of health and illness narratives as a function of the personal, interpersonal, positional and societal levels of analysis. At the personal level of analysis narratives are portrayed as expressions of the lived experience of the narrator. At the interpersonal level of analysis the narrative is one that is co-created in dialogue. At the positional level of analysis the analysis considers the differences in social position between the narrator and the listener. The societal level of analysis is concerned with the socially shared stories that are characteristic of certain communities or societies. The challenge is to articulate the connections between these different levels of narrative analysis and to develop strategies to promote emancipatory narratives.

Vocabulary, syntax, and narrative development in typically developing children and children with early unilateral brain injury: Early parental talk about the there-and-then matters

PubMed Central

Demir, Özlem Ece; Rowe, Meredith L.; Heller, Gabriella; Goldin-Meadow, Susan; Levine, Susan C.

2014-01-01

This study examines the role of a particular kind of linguistic input––talk about the past and future, pretend, and explanations, that is, talk that is decontextualized––in the development of vocabulary, syntax, and narrative skill in typically developing (TD) children and children with pre- or perinatal brain injury (BI). Decontextualized talk has been shown to be particularly effective in predicting children’s language skills, but it is not clear why. We first explored the nature of parent decontextualized talk and found it to be linguistically richer than contextualized talk in parents of both TD and BI children. We then found, again for both groups, that parent decontextualized talk at child age 30 months was a significant predictor of child vocabulary, syntax, and narrative performance at kindergarten, above and beyond the child’s own early language skills, parent contextualized talk and demographic factors. Decontextualized talk played a larger role in predicting kindergarten syntax and narrative outcomes for children with lower syntax and narrative skill at 30 months, and also a larger role in predicting kindergarten narrative outcomes for children with BI than for TD children. The difference between the two groups stemmed primarily from the fact that children with BI had lower narrative (but not vocabulary or syntax) scores than TD children. When the two groups were matched in terms of narrative skill at kindergarten, the impact that decontextualized talk had on narrative skill did not differ for children with BI and for TD children. Decontextualized talk is thus a strong predictor of later language skill for all children, but may be particularly potent for children at the lower-end of the distribution for language skill. The findings also suggest that variability in the language development of children with BI is influenced not only by the biological characteristics of their lesions, but also by the language input they receive. PMID:25621756

Developing the Personal Narratives of Children with Complex Communication Needs Associated with Intellectual Disabilities: What Is the Potential of Storysharing®?

ERIC Educational Resources Information Center

Bunning, Karen; Gooch, Lynsey; Johnson, Miranda

2017-01-01

Background: Sharing personal experience in narrative is challenging for individuals with intellectual disabilities. The aim was to investigate the potential of Storysharing® (Storysharing is an innovative communication method based on personal narrative, which has been developed to support conversations with people who have severe difficulties in…

Promoting Narrative Competence through Adult-Child Joint Pretense: Lessons from the Scandinavian Educational Practice of Playworld

ERIC Educational Resources Information Center

Baumer, Sonja; Ferholt, Beth; Lecusay, Robert

2005-01-01

This paper examines the effects of the playworld educational practice on the development of narrative competence in 5- to 7-year-old children. The playworld educational practice is derived from play pedagogy and the theory of narrative learning, both developed and implemented in Scandinavia. The playworld practice consists of joint adult-child…

Hearing voices: re/presenting the findings of narrative research into patient experience as poems.

PubMed

Stenhouse, R

2014-06-01

The study aimed to understand the experience of being a patient on an acute psychiatric inpatient ward. A further aim was to open up spaces for the voices of participants to be heard. Contemporary government policy places patient experience at the centre of healthcare policy and service development. Despite this, those who occupy marginalized discourses struggle to be heard within the dominant discourse of health care. A qualitative approach was used, and narrative was conceptualized as representing experience. Sociolinguistic theories informed the development of the analytic framework treating meaning as contextual and arising from both content and structure of narratives. Concepts of representation, voice and authorship were problematized. Thirteen people who had been inpatients on an acute psychiatric inpatient ward participated. Narrative data were gathered using unstructured interviews. The data were analysed holistically using a method that attended to both the structure and content of the narrative. The product of these holistic narratives was the development of a poem representing each participant's experience. This paper focuses on the development of these poems as a method of decentring the authorial voice and opening up spaces for the voices of the participants to be heard. © 2013 John Wiley & Sons Ltd.

Narrative reflective practice in medical education for residents: composing shifting identities

PubMed Central

Clandinin, Jean; Cave, Marie Thérèse; Cave, Andrew

2011-01-01

As researchers note, medical educators need to create situations to work with physicians in training to help them attend to the development of their professional identities. While there is a call for such changes to be included in medical education, educational approaches that facilitate attention to the development of medical students’ professional identities, that is, who they are and who they are becoming as physicians, are still under development. One pedagogical strategy involves narrative reflective practice as a way to develop physician identity. Using this approach, medical residents first write narrative accounts of their experiences with patients in what are called “parallel charts”. They then engage in a collaborative narrative inquiry within a sustained inquiry group of other residents and two researcher/facilitators (one physician, one narrative researcher). Preliminary studies of this approach are underway. Drawing on the experiences of one medical resident in one such inquiry group, we show how this pedagogical strategy enables attending to physician identity making. PMID:23745070

Narrative reflective practice in medical education for residents: composing shifting identities.

PubMed

Clandinin, Jean; Cave, Marie Thérèse; Cave, Andrew

2011-01-01

As researchers note, medical educators need to create situations to work with physicians in training to help them attend to the development of their professional identities. While there is a call for such changes to be included in medical education, educational approaches that facilitate attention to the development of medical students' professional identities, that is, who they are and who they are becoming as physicians, are still under development. One pedagogical strategy involves narrative reflective practice as a way to develop physician identity. Using this approach, medical residents first write narrative accounts of their experiences with patients in what are called "parallel charts". They then engage in a collaborative narrative inquiry within a sustained inquiry group of other residents and two researcher/facilitators (one physician, one narrative researcher). Preliminary studies of this approach are underway. Drawing on the experiences of one medical resident in one such inquiry group, we show how this pedagogical strategy enables attending to physician identity making.

Narrative pedagogy and simulation: future directions for nursing education.

PubMed

Walsh, Mike

2011-05-01

Narrative pedagogy has been developed over the last decade in nursing as a means of complementing a conventional content and competency driven pedagogy. It focuses attention on the human experience of health care by deriving shared meanings from interpretation of stories. This allows students to explore the different perspectives of those involved. The emotional experiences of participants can be understood, conventional wisdom challenged and new knowledge emerge as students work together to construct their learning. Individual stories are embedded within the narrative and teachers have successfully used literature and film as narratives to help them explore the meaning of health care with students. Modern technology has opened up a new range of electronic narratives such as virtual simulation. These are considered and rejected as devices for a health care narrative due to their dehumanized and unrealistic nature. However it is argued that a multimedia online simulation of a typical neighbourhood can achieve the goal of providing a suitable narrative. Human actors replace avatars and real world settings replace gaming environments as the stories of people in this community are related and used to support narrative pedagogy. An example of such a narrative developed jointly in the UK and Canada is discussed. Copyright © 2010 Elsevier Ltd. All rights reserved.

Storytelling/narrative theory to address health communication with minority populations.

PubMed

Lee, Haeok; Fawcett, Jacqueline; DeMarco, Rosanna

2016-05-01

To explain the development and application of storytelling/narrative theory in health disparities intervention research as a way to promote health communication and behavior change among racial, ethnic, and minority populations. The proposed storytelling theory helps explain that storytelling affects changes in attitude and health behavior of the viewer through realism, identification, and transportation. The proposed storytelling/narrative theory can be a guide to develop culturally grounded narrative interventions that have the ability to connect with hard-to-reach populations. Narrative communication is context-dependent because it derives meaning from the surrounding situation and provides situation-based stories that are a pathway to processing story content. Although storytelling is grounded in nursing practice and education, it is underutilized in nursing interventional research. Future efforts are needed to extend theory-based narrative intervention studies designed to change attitude and behaviors that will reduce health disparities among minorities. Copyright © 2015 Elsevier Inc. All rights reserved.

Narrative Influences on "Desire to Act in My Community" in Digital Storytelling Workshops for Latina Teens.

PubMed

Larkey, Linda; Del Toro-Mejías, Lizbeth; DiFulvio, Gloria; Gubrium, Aline

2018-04-01

Digital storytelling workshops are increasingly being used to capture lived experiences and develop/disseminate health promotion messages for vulnerable and marginalized populations. Thirty female Latina teens of varied sexual/parity status produced digital stories of significant life experiences in a group context and then viewed and evaluated them using the Narrative Quality Assessment Tool. This tool was used to examine participants' experience of emotional engagement and identification with each story as well as a single-item indicator of desire to "do something in my community" related to the story. Emotional engagement was moderately strong; identification scores were neutral relative to the stories. Emotional engagement was strongly, significantly related to "desire to act in my community," while identification was not related. Emotional engagement should be considered an important factor to incorporate in the production of digital stories for purposes of developing interest in social action beyond the digital storytelling workshop.

FIFA 11+: an effective programme to prevent football injuries in various player groups worldwide—a narrative review

PubMed Central

Bizzini, Mario; Dvorak, Jiri

2015-01-01

In 2009, FIFA promoted and disseminated the FIFA 11+ injury prevention programme worldwide. Developed and studied by the FIFA Medical Assessment and Research Centre (F-MARC), the programme was based on a randomised controlled study and one countrywide campaign in amateur football that significantly reduced injuries and healthcare costs. Since the FIFA 11+ launch, key publications have confirmed the preventive effects of the programme and have evaluated its performance effects in female as well as male amateur football players. Furthermore, implementation strategies of this prevention programme have also been studied. The goal of this narrative review was to summarise the available scientific evidence about the FIFA 11+ programme. While FIFA continues to disseminate and implement FIFA 11+ among its Member Associations, adaptations of the injury prevention programme for children and referees have been developed and are currently being evaluated. PMID:25878073

Exploring the Experiences of Test-Anxious Ethnic Minority Students: A Narrative Study

ERIC Educational Resources Information Center

Adegbola, David O.

2012-01-01

Test anxiety (TA) has been recognized as a significant and challenging problem in all cultures and at all academic levels. Numerous empirical studies have been conducted to investigate the problem in order to identify the causes, conduct assessments, and develop intervention strategies, but little research has been done to investigate how family…

A Structural Equation Model of the Writing Process in Typically-Developing Sixth Grade Children

ERIC Educational Resources Information Center

Koutsoftas, Anthony D.; Gray, Shelley

2013-01-01

The purpose of this study was to evaluate how sixth grade children planned, translated, and revised written narrative stories using a task reflecting current instructional and assessment practices. A modified version of the Hayes and Flower (1980) writing process model was used as the theoretical framework for the study. Two hundred one…

Applying Positioning Theory to Examine Interactions between Simulated Patients and Medical Students: A Narrative Analysis

ERIC Educational Resources Information Center

Sargeant, Sally; McLean, Michelle; Green, Patricia; Johnson, Patricia

2017-01-01

In their journey to becoming doctors, students engage with a range of teachers and trainers. Among these are simulated patients (SPs), who, through role-playing, assist students to develop their communication and physical examination skills, in contexts of formative and summative assessments. This paper explores the teaching and learning…

Visions and Revisions. Annual Alliance/ACE Conference (16th, St. Pete Beach, Florida, October 3-5, 1996).

ERIC Educational Resources Information Center

Alliance, an Association for Alternative Degree Programs.

These proceedings consist of 20 presentations made during 5 sessions at a conference dealing with alternative degree programs for adults. The following papers are included: "Narrative Reasoning as Assessment" (Richard M. Ashbrook); "Political and Administrative Issues in Developing a Distance Learning Based Program" (Margaret Foss, Conni R.…

Narrative health psychology: once more unto the breach. Introduction.

PubMed

Sools, Anneke M; Murray, Michael; Westerhof, Gerben J

2015-03-01

In this editorial, we position narrative health psychology as a variety of narrative psychology, a form of qualitative research in health psychology, and a psychological perspective that falls under the interdisciplinary term narrative health research. The aim of this positioning is to explore what are the most important features of the proposed approach and how they are relevant. We illustrate each positioning with the scope and diversity of narrative health psychology brought together in this special issue. Finally, we reflect on where narrative health psychology is now and how it could develop in the future. © The Author(s) 2015.

Effects of Social-Cognitive Processing Demands and Structural Importance on Narrative Recall: Differences between Children, Adolescents, and Adults

ERIC Educational Resources Information Center

Pavias, Marcella; van den Broek, Paul; Hickendorff, Marian; Beker, Katinka; Van Leijenhorst, Linda

2016-01-01

This study examined the contributions of developmental changes in social-cognitive ability throughout adolescence to the development of narrative comprehension. We measured the effects of sensitivity to the causal structure of narratives and of sensitivity to differences in social-cognitive processing demands on narrative recall by children (8-10…

How Executive Functions Predict Development in Syntactic Complexity of Narrative Writing in the Upper Elementary Grades

ERIC Educational Resources Information Center

Drijbooms, Elise; Groen, Margriet A.; Verhoeven, Ludo

2017-01-01

The aim of this study was to examine the contribution of transcription skills, oral language skills, and executive functions to growth in narrative writing between fourth and sixth grade. While text length and story content of narratives did not increase with age, syntactic complexity of narratives showed a clear developmental progression. Results…

"Honey, You're Jumping about"--Mothers' Scaffolding of Their Children's and Adolescents' Life Narration

ERIC Educational Resources Information Center

Habermas, Tilmann; Negele, Alexa; Mayer, Fernanda Brenneisen

2010-01-01

Research on mother-child reminiscing as a socializing practice for autobiographical memory is extended from early childhood and the narrating of single events to adolescence and the narrating of an entire life story. To explore whether the development of the life story in adolescence depends on qualities of the narrator or on the brevity of the…

Characterizing the Pain Narratives of Parents of Youth With Chronic Pain.

PubMed

Noel, Melanie; Beals-Erickson, Sarah E; Law, Emily F; Alberts, Nicole M; Palermo, Tonya M

2016-10-01

Questionnaire-based research has shown that parents exert a powerful influence on and are profoundly influenced by living with a child with chronic pain. Examination of parents' pain narratives through an observational lens offers an alternative approach to understanding the complexity of pediatric chronic pain; however, the narratives of parents of youth with chronic pain have been largely overlooked. The present study aimed to characterize the vulnerability-based and resilience-based aspects of the pain narratives of parents of youth with chronic pain. Pain narratives of 46 parents were recorded during the baseline session as part of 2 clinical trials evaluating a behavioral intervention for parents of youth with chronic pain. The narratives were coded for aspects of pain-related vulnerability and resilience. Using exploratory cluster analysis, 2 styles of parents' pain narratives were identified. Distress narratives were characterized by more negative affect and an exclusively unresolved orientation toward the child's diagnosis of chronic pain, whereas resilience narratives were characterized by positive affect and a predominantly resolved orientation toward the child's diagnosis. Preliminary support for the validity of these clusters was provided through our finding of differences between clusters in parental pain catastrophizing about child pain (helplessness). Findings highlight the multidimensional nature of parents' experience of their child's pain problem. Clinical implications in terms of assessment and treatment are discussed.

The Development of Narrative Discourse in Japanese. Papers and Reports on Child Language Development, No. 17.

ERIC Educational Resources Information Center

Clancy, Patricia M.

A study is presented that considers the narrator's knowledge of conventional schemata for stories and the cognitive factors which seem to be affecting the selection and organization of material for narration. Children ranging in age from 3 years 10 months to 7 years 4 months were asked to watch a video tape cartoon and recount the story to a…

Problematizing official narratives of HIV and AIDS education in Scotland and Zimbabwe

PubMed Central

Nyatsanza, Tarsisio; Wood, Lesley

2017-01-01

Abstract When human immunodeficiency virus (HIV) and acquired immune deficiency syndrome (AIDS) are framed within an intersectional approach, they have the potential to transform understandings of social justice within the curriculum and education policy and practice in general. Yet, this transformative potential is often hampered by official narratives that fail to position HIV and AIDS as an integral component of overlapping systems of oppression, domination and discrimination. This article explores how official HIV and AIDS narratives tend to promote systemic injustice and inequality within education policy and practice in both Scotland and Zimbabwe, despite their good intents. We frame our argument within a transformative education discourse which seeks to create participatory and emancipatory HIV-related messages at school, tertiary and community levels. Using a narrative enquiry design, a Foucauldian theoretical lens was used to analyse the narratives derived from key informant responses, supplemented by analysis of key documents that deal with HIV and AIDS in both Scotland and Zimbabwe. Four broad narratives emerged: the ‘Gay’ Narrative; the Migration Narrative; the Conspiracy Narrative; and the Religious Narrative. We discuss how each of these narratives entrench stigma across both developed and developing world contexts, and propose how a more intersectional interpretation would contribute to a deeper and less stigmatizing understanding of HIV, thus offering more useful insights into related policy and educational practices. This article will thus contribute to the growing body of intersectional HIV and AIDS knowledge that is relevant for schools, teacher education, public health and community settings, not only in the countries studied, but the world over. PMID:29125014

Automatically Recognizing Medication and Adverse Event Information From Food and Drug Administration’s Adverse Event Reporting System Narratives

PubMed Central

Polepalli Ramesh, Balaji; Belknap, Steven M; Li, Zuofeng; Frid, Nadya; West, Dennis P

2014-01-01

Background The Food and Drug Administration’s (FDA) Adverse Event Reporting System (FAERS) is a repository of spontaneously-reported adverse drug events (ADEs) for FDA-approved prescription drugs. FAERS reports include both structured reports and unstructured narratives. The narratives often include essential information for evaluation of the severity, causality, and description of ADEs that are not present in the structured data. The timely identification of unknown toxicities of prescription drugs is an important, unsolved problem. Objective The objective of this study was to develop an annotated corpus of FAERS narratives and biomedical named entity tagger to automatically identify ADE related information in the FAERS narratives. Methods We developed an annotation guideline and annotate medication information and adverse event related entities on 122 FAERS narratives comprising approximately 23,000 word tokens. A named entity tagger using supervised machine learning approaches was built for detecting medication information and adverse event entities using various categories of features. Results The annotated corpus had an agreement of over .9 Cohen’s kappa for medication and adverse event entities. The best performing tagger achieves an overall performance of 0.73 F1 score for detection of medication, adverse event and other named entities. Conclusions In this study, we developed an annotated corpus of FAERS narratives and machine learning based models for automatically extracting medication and adverse event information from the FAERS narratives. Our study is an important step towards enriching the FAERS data for postmarketing pharmacovigilance. PMID:25600332

Horticulture Therapy Curriculum Development. Final Report.

ERIC Educational Resources Information Center

Taylor, Sally; And Others

This final report includes two major components: a narrative describing a project at Edmonds Community College, Washington, to develop a horticultural therapy curriculum and descriptions of six courses developed or revised during the project. The narrative reports the development of a supplementary interdisciplinary certification program to train…

Rumination and self-reflection in stress narratives and relations to psychological functioning.

PubMed

Marin, Kelly A; Rotondo, Elena K

2017-01-01

The longitudinal study aims to expand what is known about the costs and benefits of narrating stressful experiences by exploring changes in rumination within the narrative process and comparing it to changes in self-reflection. Rumination (e.g., brooding, self-criticism, and negative emotions) and self-reflection were measured in stress narratives of 56 college students. There were several goals: (1) examine changes in narrative rumination and narrative self-reflection over 3 days of writing, (2) examine the relations among the changes in narrative rumination variables and narrative self-reflection and (3) examine how changes in narrative rumination and narrative self-reflection relate to multiple measures of psychological functioning. Overall, individuals increased self-reflection over the 3-day writing task. Individuals who increased ruminative brooding across the 3 days of writing showed lower ego identity development (short term and long term) and self-esteem (short term), while increased self-criticism was positively correlated with identity distress (short term). Implications of the different aspects of narrative rumination, specifically in the context of stressful experiences, are discussed.

Narratives of Girls and Boys with Autism Spectrum Disorders: Gender Differences in Narrative Competence and Internal State Language.

PubMed

Kauschke, Christina; van der Beek, Bettina; Kamp-Becker, Inge

2016-03-01

Since gender differences in the symptomatology of autism spectrum disorder (ASD) are not well understood, the current study examines the communicative skills of males and females with ASD. Narrative competence and internal state language (ISL) was investigated using narrations elicited by a wordless picture book. 11 girls and 11 boys with ASD and 11 typically developing girls were individually matched. Although results demonstrate largely comparable narrative skills across groups, the groups differed with respect to the size and use of ISL: Girls with ASD verbalized and motivated internal states more often than boys, and both groups with ASD fell behind typically developing children in production of affective words. Implications for the clinical presentation of males and females with ASD are discussed.

English Verb Accuracy of Bilingual Cantonese-English Preschoolers.

PubMed

Rezzonico, Stefano; Goldberg, Ahuva; Milburn, Trelani; Belletti, Adriana; Girolametto, Luigi

2017-07-26

Knowledge of verb development in typically developing bilingual preschoolers may inform clinicians about verb accuracy rates during the 1st 2 years of English instruction. This study aimed to investigate tensed verb accuracy in 2 assessment contexts in 4- and 5-year-old Cantonese-English bilingual preschoolers. The sample included 47 Cantonese-English bilinguals enrolled in English preschools. Half of the children were in their 1st 4 months of English language exposure, and half had completed 1 year and 4 months of exposure to English. Data were obtained from the Test of Early Grammatical Impairment (Rice & Wexler, 2001) and from a narrative generated in English. By the 2nd year of formal exposure to English, children in the present study approximated 33% accuracy of tensed verbs in a formal testing context versus 61% in a narrative context. The use of the English verb BE approximated mastery. Predictors of English third-person singular verb accuracy were task, grade, English expressive vocabulary, and lemma frequency. Verb tense accuracy was low across both groups, but a precocious mastery of BE was observed. The results of the present study suggest that speech-language pathologists may consider, in addition to an elicitation task, evaluating the use of verbs during narratives in bilingual Cantonese-English bilingual children.

The effect of two different visual presentation modalities on the narratives of mainstream grade 3 children.

PubMed

Klop, D; Engelbrecht, L

2013-12-01

This study investigated whether a dynamic visual presentation method (a soundless animated video presentation) would elicit better narratives than a static visual presentation method (a wordless picture book). Twenty mainstream grade 3 children were randomly assigned to two groups and assessed with one of the visual presentation methods. Narrative performance was measured in terms of micro- and macrostructure variables. Microstructure variables included productivity (total number of words, total number of T-units), syntactic complexity (mean length of T-unit) and lexical diversity measures (number of different words). Macrostructure variables included episodic structure in terms of goal-attempt-outcome (GAO) sequences. Both visual presentation modalities elicited narratives of similar quantity and quality in terms of the micro- and macrostructure variables that were investigated. Animation of picture stimuli did not elicit better narratives than static picture stimuli.

Characteristics of Positive Autobiographical Memories in Adulthood

ERIC Educational Resources Information Center

Bluck, Susan; Alea, Nicole

2009-01-01

The characteristics of positive autobiographical memory narratives were examined in younger and older adults. Narratives were content-coded for the extent to which they contained indicators of affect, sensory imagery, and cognition. Affect was additionally assessed through self-report. Young adults expressed more positive affect and less sensory…

Beyond ASD: Evidence for the Effectiveness of Social Narratives

ERIC Educational Resources Information Center

Zimmerman, Kathleen N.; Ledford, Jennifer R.

2017-01-01

Social narratives (e.g., Social Stories™) are common antecedent-based interventions promoted for the purposes of improving prosocial behaviors and reducing challenging behavior for children with and without disabilities. Although they are commonly prescribed and used, their effectiveness has almost exclusively been assessed for children with…

Role of Oral Proficiency on Reading Comprehension: Within-Language and Cross-Language Relationships

PubMed Central

Uchikoshi, Yuuko; Yang, Lu; Lohr, Brandi; Leung, Genevieve

2016-01-01

This longitudinal study examined the role of oral proficiency, as measured with elicited narratives using a wordless picture book, Frog Where are You? (Meyer, 1969/1994), on English reading comprehension with a total of 102 English Language Learners (ELLs), including both Spanish and Cantonese speakers. Narrative samples were collected in the winter of first grade and reading skills were assessed on the same children one year later in second grade. Children were enrolled in either bilingual programs or mainstream programs. Multiple regression results show it was not the quantity and variety of words used in the narratives that predicted English reading comprehension one year later. Instead, the ability to produce a coherent oral narrative, in either the home language or English, explained a small variance in English reading comprehension for both English learner groups. These findings highlight the importance of examining narrative skills, especially as measured by narrative structure. Implications for parents and educators are discussed. PMID:28717774

A Narrative Review of Problem-Based Learning with School-Aged Children: Implementation and Outcomes

ERIC Educational Resources Information Center

Jerzembek, Gabi; Murphy, Simon

2013-01-01

This paper reviews empirical studies that have evaluated the impact of problem-based learning (PBL) on school-aged pupils, in order to summarise how it has been implemented and to assess its effects on academic and personal development. Following electronic searches of PsychINFO, the British Education Index and the Cochrane review database, six…

Caregiving Antecedents of Secure Base Script Knowledge: A Comparative Analysis of Young Adult Attachment Representations

ERIC Educational Resources Information Center

Steele, Ryan D.; Waters, Theodore E. A.; Bost, Kelly K.; Vaughn, Brian E.; Truitt, Warren; Waters, Harriet S.; Booth-LaForce, Cathryn; Roisman, Glenn I.

2014-01-01

Based on a subsample (N = 673) of the NICHD Study of Early Child Care and Youth Development (SECCYD) cohort, this article reports data from a follow-up assessment at age 18 years on the antecedents of "secure base script knowledge", as reflected in the ability to generate narratives in which attachment-related difficulties are…

The Changing Nature and Definitions of Industrial Design and Implications for Prospective Undergraduate Students

ERIC Educational Resources Information Center

Goatman, Mike; Moody, Louise

2014-01-01

There are currently a wide range of Higher Education Industrial Design courses available in the UK. In the present era, a wider breadth of narrative has developed within the subject, and as a result the content of industrial design educational offerings varies considerably. The paper assesses the industry view of Industrial Design as a discipline…

77 FR 76606 - Community Development Financial Institutions Fund

Federal Register 2010, 2011, 2012, 2013, 2014

2012-12-28

... form, with pre-set text limits and font size restrictions. Applicants must submit their narrative responses by using the FY 2013 CDFI Program Application narrative template document. This Word document...) A-133 Narrative Report; (iv) Institution Level Report; (v) Transaction Level Report (for Awardees...

Music therapy in dementia: a narrative synthesis systematic review.

PubMed

McDermott, Orii; Crellin, Nadia; Ridder, Hanne Mette; Orrell, Martin

2013-08-01

Recent reviews on music therapy for people with dementia have been limited to attempting to evaluate whether it is effective, but there is a need for a critical assessment of the literature to provide insight into the possible mechanisms of actions of music therapy. This systematic review uses a narrative synthesis format to determine evidence for effectiveness and provide insight into a model of action. The narrative synthesis framework consists of four elements: (i) theory development; (ii) preliminary synthesis of findings; (iii) exploration of relationships between studies; and (iv) assessment of the robustness of the synthesis. Electronic and hand searches identified 263 potentially relevant studies. Eighteen studies met the full inclusion criteria. Three distinctive strands of investigations emerged: eight studies explored behavioural and psychological aspects, five studies investigated hormonal and physiological changes, and five studies focused on social and relational aspects of music therapy. The musical interventions in the studies were diverse, but singing featured as an important medium for change. Evidence for short-term improvement in mood and reduction in behavioural disturbance was consistent, but there were no high-quality longitudinal studies that demonstrated long-term benefits of music therapy. Future music therapy studies need to define a theoretical model, include better-focused outcome measures, and discuss how the findings may improve the well-being of people with dementia. Copyright © 2012 John Wiley & Sons, Ltd.

Narrative Characteristics of Genocide Testimonies Predict Posttraumatic Stress Disorder Symptoms Years Later

PubMed Central

Ng, Lauren C.; Ahishakiye, Naphtal; Miller, Donald E.; Meyerowitz, Beth E.

2015-01-01

Cognitive theories of posttraumatic stress disorder (PTSD) suggest that trauma narratives that make greater use of somatosensory, perceptual, and negative emotion words may be indicators of greater risk of PTSD symptoms (Ehlers & Clark, 2000). The purpose of this study was to analyze whether the way that survivors of the 1994 Rwandan Genocide against the Tutsi naturally construct genocide testimonies predicts PTSD symptoms six years later. One hundred orphaned heads of household (OHH) who were members of a community association gave testimonies about their genocide experiences in 2002. In 2008, PTSD symptoms of 61 of the original OHH were assessed using a genocide specific version of the Impact of Events Scale-Revised (Weiss & Marmar, 2004). Experienced genocide events were coded from the genocide testimonies, and the types of words used in the testimonies were analyzed using the Linguistic Inquiry and Word Count program (Pennebaker, Chung, Ireland, Gonzales, & Booth, 2007). Pearson correlations and path analyses assessed the relationships between variables. After accounting for genocide events, touching positively predicted avoidance, and sadness negatively predicted hyperarousal. Sensory descriptions of traumatic experiences in trauma narratives may signify higher risk for mental health problems, while expressions of sadness may indicate emotional processing and better mental health. Analyzing genocide testimonies may help identify survivors at the highest risk of developing PTSD symptoms, even among a group of survivors who have arguably suffered some of the most severe genocide experiences. PMID:25793398

Coding "We-ness" in couple's relationship stories: A method for assessing mutuality in couple therapy.

PubMed

Gildersleeve, Sara; Singer, Jefferson A; Skerrett, Karen; Wein, Shelter

2017-05-01

"We-ness," a couple's mutual investment in their relationship and in each other, has been found to be a potent dimension of couple resilience. This study examined the development of a method to capture We-ness in psychotherapy through the coding of relationship narratives co-constructed by couples ("We-Stories"). It used a coding system to identify the core thematic elements that make up these narratives. Couples that self-identified as "happy" (N = 53) generated We-Stories and completed measures of relationship satisfaction and mutuality. These stories were then coded using the We-Stories coding manual. Findings indicated that security, an element that involves aspects of safety, support, and commitment, was most common, appearing in 58.5% of all narratives. This element was followed by the elements of pleasure (49.1%) and shared meaning/vision (37.7%). The number of "We-ness" elements was also correlated with and predictive of discrepancy scores on measures of relationship mutuality, indicating the validity of the We-Stories coding manual. Limitations and future directions are discussed.

Connecting the self to traumatic and positive events: links to identity and well-being.

PubMed

Merrill, Natalie; Waters, Theodore E A; Fivush, Robyn

2016-11-01

Self-event connections in autobiographical narratives help integrate specific episodes from memory into the life story, which has implications for identity and well-being. Previous research has distinguished differential relations between positive and negative self-event connections to psychological well-being but less research has examined identity. In this study, examining self-event connections in emerging adults' narratives, 225 participants narrated a traumatic and an intensely positive experience and completed questionnaires assessing identity development and well-being. Participants who described more negative connections to self overall had higher psychological distress and identity distress, compared to those who described fewer negative connections. Participants who described positive connections to the self in traumatic events were more likely to have lower psychological distress, higher post-traumatic growth, and higher identity commitment, whereas positive connections in positive events was related to higher identity exploration and marginally higher post-traumatic growth. These findings contribute to a growing body of literature that suggests linking autobiographical memories to self can have differential effects on identity and well-being depending on the valence of the event and the connections made.

Assessment of strategic processing during narrative comprehension in individuals with mild cognitive impairment.

PubMed

Schmitter-Edgecombe, Maureen; Creamer, Scott

2010-07-01

A think-aloud protocol was used to examine the strategies used by individuals with mild cognitive impairment (MCI) during text comprehension. Twenty-three participants with MCI and 23 cognitively healthy older adults (OA) read narratives, pausing to verbalize their thoughts after each sentence. The verbal protocol analysis developed by Trabasso and Magliano (1996) was then used to code participants' utterances into inferential and non-inferential statements; inferential statements were further coded to identify the memory operation used in their generation. Compared with OA controls, the MCI participants showed poorer story comprehension and produced fewer inferences. The MCI participants were also less skilled at providing explanations of story events and in using prior text information to support inference generation. Poorer text comprehension was associated with poorer verbal memory abilities and poorer use of prior text events when producing inferential statements. The results suggest that the memory difficulties of the MCI group may be an important cognitive factor interfering with their ability to integrate narrative events through the use of inferences and to form a global coherence to support text comprehension.

Effects of a television drama about environmental exposure to toxic substances.

PubMed

Kennedy, May G; Turf, Elizabeth Eustis; Wilson-Genderson, Maureen; Wells, Kristen; Huang, Grace C; Beck, Vicki

2011-01-01

This study assessed short-term outcomes of viewing an episode of a prime-time television drama in which a child developed cancer after environmental exposure to an illegal pesticide. The study explored the effects among viewers of feeling transported into a narrative world. Respondents (n = 2,139) to a post-episode Internet panel survey were asked if they had seen the show and asked questions about their demographic information, their frequency of viewing the television show, the degree to which they had felt transported into a narrative world created by the drama, and their knowledge and beliefs about the health effects of environmental exposure. Conversations with key informants from federal agencies and advocacy groups were also held. Episode viewing and narrative transportation were positively associated with knowledge of toxic exposure effects, and transported viewers reported being more likely to report an unusually high number of cancer cases to authorities. The show also appeared to have prompted a clarification of federal pesticide-testing policy. Entertainment Education is a promising strategy for disseminating key points of information about environmental health.

Effects of a Television Drama about Environmental Exposure to Toxic Substances

PubMed Central

Kennedy, May G.; Eustis Turf, Elizabeth; Wilson-Genderson, Maureen; Wells, Kristen; Huang, Grace C.; Beck, Vicki

2011-01-01

Objective. This study assessed short-term outcomes of viewing an episode of a prime-time television drama in which a child developed cancer after environmental exposure to an illegal pesticide. The study explored the effects among viewers of feeling transported into a narrative world. Methods. Respondents (n=2,139) to a post-episode Internet panel survey were asked if they had seen the show and asked questions about their demographic information, their frequency of viewing the television show, the degree to which they had felt transported into a narrative world created by the drama, and their knowledge and beliefs about the health effects of environmental exposure. Conversations with key informants from federal agencies and advocacy groups were also held. Results. Episode viewing and narrative transportation were positively associated with knowledge of toxic exposure effects, and transported viewers reported being more likely to report an unusually high number of cancer cases to authorities. The show also appeared to have prompted a clarification of federal pesticide-testing policy. Conclusions. Entertainment Education is a promising strategy for disseminating key points of information about environmental health. PMID:21563723

Effects of age and language on co-speech gesture production: an investigation of French, American, and Italian children's narratives.

PubMed

Colletta, Jean-Marc; Guidetti, Michèle; Capirci, Olga; Cristilli, Carla; Demir, Ozlem Ece; Kunene-Nicolas, Ramona N; Levine, Susan

2015-01-01

The aim of this paper is to compare speech and co-speech gestures observed during a narrative retelling task in five- and ten-year-old children from three different linguistic groups, French, American, and Italian, in order to better understand the role of age and language in the development of multimodal monologue discourse abilities. We asked 98 five- and ten-year-old children to narrate a short, wordless cartoon. Results showed a common developmental trend as well as linguistic and gesture differences between the three language groups. In all three languages, older children were found to give more detailed narratives, to insert more comments, and to gesture more and use different gestures--specifically gestures that contribute to the narrative structure--than their younger counterparts. Taken together, these findings allow a tentative model of multimodal narrative development in which major changes in later language acquisition occur despite language and culture differences.

The relative persuasiveness of narrative versus non-narrative health messages in public health emergency communication: Evidence from a field experiment.

PubMed

Bekalu, Mesfin A; Bigman, Cabral A; McCloud, Rachel F; Lin, Leesa K; Viswanath, K

2018-06-01

Previous studies indicated that narrative health messages are more effective than non-narrative messages in influencing health outcomes. However, this body of evidence does not account for differences in health domain, and little is known about the effectiveness of this message execution strategy during public health emergencies. In this study, we examined the relative effectiveness of the two formats in influencing knowledge and perceived response efficacy related to prevention of pandemic influenza, and determined whether effects of message format vary across population sub-groups. Data for the study come from an experiment fielded in 2013 that involved a nationally representative sample of 627 American adults. Participants were randomly assigned to view either a narrative (n=322) or a non-narrative (n=305) video clip containing closely matched information about knowledge and preventive actions related to pandemic influenza, and completed pre- and post-viewing questions assessing knowledge and perceived response efficacy related to the prevention of pandemic influenza. Results indicated that participants in the non-narrative condition reported greater knowledge and rated pandemic influenza prevention measures as more effective compared with those in the narrative condition. Message format effects did not vary across population sub-groups; post-viewing scores of knowledge and perceptions related to pandemic influenza were consistently higher in the non-narrative condition compared with the narrative condition across five socio-demographic groups: age, gender, education, race/ethnicity and income. We concluded that didactic, non-narrative messages may be more effective than narrative messages to influence knowledge and perceptions during public health emergencies. Copyright © 2017 Elsevier Inc. All rights reserved.

Links between Early Oral Narrative and Decoding Skills and Later Reading in a New Zealand Sample

ERIC Educational Resources Information Center

Schaughency, Elizabeth; Suggate, Sebastian; Reese, Elaine

2017-01-01

We examined earlier oral narrative and decoding and later reading in two samples spanning the first four years of reading instruction. The Year 1 sample (n = 44) was initially assessed after one year of instruction (M = 6; 1 years) and followed through their third year (M = 8; 1 years); the Year 2 sample (n = 34) assessed after two years of…

Narrativity and enaction: the social nature of literary narrative understanding

PubMed Central

Popova, Yanna B.

2014-01-01

This paper proposes an understanding of literary narrative as a form of social cognition and situates the study of such narratives in relation to the new comprehensive approach to human cognition, enaction. The particular form of enactive cognition that narrative understanding is proposed to depend on is that of participatory sense-making, as developed in the work of Di Paolo and De Jaegher. Currently there is no consensus as to what makes a good literary narrative, how it is understood, and why it plays such an irreplaceable role in human experience. The proposal thus identifies a gap in the existing research on narrative by describing narrative as a form of intersubjective process of sense-making between two agents, a teller and a reader. It argues that making sense of narrative literature is an interactional process of co-constructing a story-world with a narrator. Such an understanding of narrative makes a decisive break with both text-centered approaches that have dominated both structuralist and early cognitivist study of narrative, as well as pragmatic communicative ones that view narrative as a form of linguistic implicature. The interactive experience that narrative affords and necessitates at the same time, I argue, serves to highlight the active yet cooperative and communal nature of human sociality, expressed in the many forms than human beings interact in, including literary ones. PMID:25202286

Narrativity and enaction: the social nature of literary narrative understanding.

PubMed

Popova, Yanna B

2014-01-01

This paper proposes an understanding of literary narrative as a form of social cognition and situates the study of such narratives in relation to the new comprehensive approach to human cognition, enaction. The particular form of enactive cognition that narrative understanding is proposed to depend on is that of participatory sense-making, as developed in the work of Di Paolo and De Jaegher. Currently there is no consensus as to what makes a good literary narrative, how it is understood, and why it plays such an irreplaceable role in human experience. The proposal thus identifies a gap in the existing research on narrative by describing narrative as a form of intersubjective process of sense-making between two agents, a teller and a reader. It argues that making sense of narrative literature is an interactional process of co-constructing a story-world with a narrator. Such an understanding of narrative makes a decisive break with both text-centered approaches that have dominated both structuralist and early cognitivist study of narrative, as well as pragmatic communicative ones that view narrative as a form of linguistic implicature. The interactive experience that narrative affords and necessitates at the same time, I argue, serves to highlight the active yet cooperative and communal nature of human sociality, expressed in the many forms than human beings interact in, including literary ones.

Comparison of narrative and expository writing in students with and without language-learning disabilities.

PubMed

Koutsoftas, Anthony D; Gray, Shelley

2012-10-01

Students with language-learning disabilities (LLD) demonstrate difficulties with written language, especially in the areas of productivity, complexity, and grammar. It is not clear how these deficits affect their performance on high-stakes tests, such as those required by the No Child Left Behind Act (U.S. Department of Education, 2002). This study used writing samples to compare how students with and without LLD scored on analytic writing measures that are typically used in writing research and on a more holistic measure of writing, the six-traits writing rubric (STWR; Education Northwest, 2006), which is used in high-stakes writing assessments. Fifty-six 4th and 5th graders with typical development (TD) or LLD produced 1 narrative and 1 expository writing sample. Measures of oral language ability and handwriting accuracy-speed were also obtained. The narrative and expository samples were scored using 5-6 separate analytic measures and 6 separate traits on the STWR. On narratives, the TD group scored significantly higher than the LLD group on 5 analytic measures and all 6 traits. Similarly, for expository, the TD group outscored the LLD group on 3 analytic measures and all 6 traits. Results demonstrate that the analytic scores of productivity, sentence complexity, and lexical diversity were correlated significantly with a higher overall score on the STWR for narrative writing samples only. Results of this study suggest that exclusive use of analytic scores to select treatment goals and document writing progress may not translate into increased scores on writing rubrics, particularly for expository writing samples.

Characterizing the Pain Narratives of Parents of Youth with Chronic Pain

PubMed Central

Noel, Melanie; Beals-Erickson, Sarah E.; Law, Emily F.; Alberts, Nicole; Palermo, Tonya M.

2015-01-01

Objectives Questionnaire-based research has shown that parents exert a powerful influence on and are profoundly influenced by living with a child with chronic pain. Examination of parents' pain narratives through an observational lens offers an alternative approach to understanding the complexity of pediatric chronic pain; however, the narratives of parents of youth with chronic pain have been largely overlooked. The present study aimed to characterize the vulnerability- and resilience-based aspects of the pain narratives of parents of youth with chronic pain. Methods Pain narratives of 46 parents were recorded during the baseline session as part of two clinical trials evaluating a behavioral intervention for parents of youth with chronic pain. The narratives were coded for aspects of pain-related vulnerability and resilience. Results Using exploratory cluster analysis, two styles of parents’ pain narratives were identified. Distress narratives were characterized by more negative affect and an exclusively unresolved orientation towards the child’s diagnosis of chronic pain whereas resilience narratives were characterized by positive affect and a predominantly resolved orientation towards the child’s diagnosis. Preliminary support for the validity of these clusters was provided through our finding of differences between clusters in parental pain catastrophizing about child pain (helplessness). Discussion Findings highlight the multidimensional nature of parents’ experience of their child’s pain problem. Clinical implications in terms of assessment and treatment are discussed. PMID:26736026

A cross-linguistic study of the development of gesture and speech in Zulu and French oral narratives.

PubMed

Kunene Nicolas, Ramona; Guidetti, Michèle; Colletta, Jean-Marc

2017-01-01

The present study reports on a developmental and cross-linguistic study of oral narratives produced by speakers of Zulu (a Bantu language) and French (a Romance language). Specifically, we focus on oral narrative performance as a bimodal (i.e., linguistic and gestural) behaviour during the late language acquisition phase. We analyzed seventy-two oral narratives produced by L1 Zulu and French adults and primary school children aged between five and ten years old. The data were all collected using a narrative retelling task. The results revealed a strong effect of age on discourse performance, confirming that narrative abilities improve with age, irrespective of language. However, the results also showed cross-linguistic differences. Zulu oral narratives were longer, more detailed, and accompanied by more co-speech gestures than the French narratives. The parallel effect of age and language on gestural behaviour is discussed and highlights the importance of studying oral narratives from a multimodal perspective within a cross-linguistic framework.

Adolescent Gambling: A Narrative Review of Behavior and Its Predictors

ERIC Educational Resources Information Center

Ariyabuddhiphongs, Vanchai

2013-01-01

This narrative review summarizes current knowledge on adolescent gambling for the period 1990-2010, assesses adolescent gambling behavior and person and environment predictors, and suggests directions for future research. The review includes 99 studies that identified their subjects as adolescents, children, youth, and students, and discusses…

The effect of narrative cues on infants' imitation from television and picture books.

PubMed

Simcock, Gabrielle; Garrity, Kara; Barr, Rachel

2011-01-01

Infants can imitate a novel action sequence from television and picture books, yet there has been no direct comparison of infants' imitation from the 2 types of media. Varying the narrative cues available during the demonstration and test, the current experiments measured 18- and 24-month-olds' imitation from television and picture books. Infants imitated from both media types when full narrative cues (Experiment 1; N = 76) or empty, meaningless narration (Experiment 2; N = 135) accompanied the demonstrations, but they imitated more from television than books. In Experiment 3 (N = 27), infants imitated from a book based on narration alone, without the presence of pictures. These results are discussed in relation to age-related changes in cognitive flexibility and infants' emerging symbolic understanding. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

Structural and Dialectal Characteristics of the Fictional and Personal Narratives of School-age African American Children

PubMed Central

Mills, Monique T.; Watkins, Ruth V.; Washington, Julie A.

2014-01-01

Purpose To report preliminary comparisons of developing structural characteristics associated with fictional and personal narratives in school-age African American children. Method Forty-three children, grades two through five, generated a fictional and a personal narrative in response to a wordless-book elicitation task and a story-prompt task, respectively. Narratives produced in these two contexts were characterized for macrostructure, microstructure, and dialect density. Differences across narrative type and grade level were examined. Results Statistically significant differences between the two types of narratives were found for both macrostructure and microstructure but not for dialect density. There were no grade-related differences in macrostructure, microstructure, or dialect density. Conclusion The results demonstrate the complementary role of fictional and personal narratives for describing young children's narrative skills. Use of both types of narrative tasks and descriptions of both macrostructure and macrostructure may be particularly useful for characterizing the narrative abilities of young school-age African American children, for whom culture-fair methods are scarce. Further study of additional dialect groups is warranted. PMID:23633645

Using narrative pedagogy: learning and practising interpretive thinking.

PubMed

Ironside, Pamela M

2006-08-01

This paper reports a hermeneutic study undertaken to explicate students' experiences in educational courses in which teachers enact Narrative Pedagogy. International interest in developing and implementing discipline-specific pedagogies is becoming commonplace as teachers respond to the challenges of preparing students for contemporary practice. Lifeworld Pedagogy, developed in Scandinavia, and Narrative Pedagogy, developed in the United States of America, Canada and New Zealand, are two approaches developed from nursing research for nursing education that provide teachers with research-based alternatives to conventional pedagogy. Further research is needed, however, that addresses how new pedagogies are experienced in schools of nursing. Teachers and students from 22 schools of nursing in the United States of America were interviewed over a 4-year period between 2002 and 2005. Using interpretive phenomenology as the philosophical background and Heideggerian hermeneutics as the method, accounts from 52 participants were analysed by a research team. The theme Learning and Practising Interpretive Thinking reveals how reform is occurring in schools of nursing that use Narrative Pedagogy. It documents how Narrative Pedagogy helps students challenge their assumptions and think through and interpret situations they encounter from multiple perspectives. Findings suggest that by focusing teachers' and students' attention on thinking and interpreting as communal experiences, interpretive pedagogies such as Narrative Pedagogy engage teachers and students in pooling their wisdom, challenging their preconceptions, envisioning new possibilities for providing care and engaging with others to ensure patient-centred care and safety. By documenting students' experiences in courses in which Narrative Pedagogy is used, this study provides teachers with research-based evidence to guide their pedagogical decisions. It extends international efforts to develop discipline-specific pedagogies and offers a practical, student-centred approach teachers can use to enhance students' thinking.

Quantum Drama: Transforming Consciousness through Narrative and Roleplay.

ERIC Educational Resources Information Center

Martin-Smith, Alistair

1995-01-01

Suggests that, through practical understanding of quantum theory, teachers can develop new role-play and narrative strategies, arguing that describing fictional worlds through narrative and exploring virtual worlds through role play can transform children's consciousness. Applies the quantum theory metaphor to drama, learning, and self-image.…

Narrative Language and Reading Comprehension in Students with Mild Intellectual Disabilities

ERIC Educational Resources Information Center

Barton-Hulsey, Andrea; Sevcik, Rose A.; Romski, MaryAnn

2017-01-01

Past research shows positive correlations between oral narrative skill and reading comprehension in typically developing students. This study examined the relationship between reading comprehension and narrative language ability of 102 elementary students with mild levels of intellectual disability. Results describe the students' narrative…

Relations Between Narrative Coherence, Identity, and Psychological Well-being in Emerging Adulthood

PubMed Central

Waters, Theodore E. A.; Fivush, Robyn

2014-01-01

Objective The hypothesis that the ability to construct a coherent account of personal experience is reflective, or predictive, of psychological adjustment cuts across numerous domains of psychological science. It has been argued that coherent accounts of identity are especially adaptive. We tested these hypotheses by examining relations between narrative coherence of personally significant autobiographical memories and three psychological well-being components (Purpose and Meaning; Positive Self View; Positive Relationships). We also examined the potential moderation of the relations between coherence and well-being by assessing the identity content of each narrative. Method We collected two autobiographical narratives of personally significant events from 103 undergraduate students and coded them for coherence and identity content. Two additional narratives about generic/recurring events were also collected and coded for coherence. Results We confirmed the prediction that constructing coherent autobiographical narratives is related to psychological well-being. Further, we found that this relation was moderated by the narratives’ relevance to identity and that this moderation held after controlling for narrative ability more generally (i.e. coherence of generic/recurring events). Conclusion These data lend strong support to the coherent narrative identity hypothesis and the prediction that unique events are a critical feature of identity construction in emerging adulthood. PMID:25110125

Narrative representations of caregivers and emotion dysregulation as predictors of maltreated children's rejection by peers.

PubMed

Shields, A; Ryan, R M; Cicchetti, D

2001-05-01

This study examined whether maltreated children were more likely than nonmaltreated children to develop poor-quality representations of caregivers and whether these representations predicted children's rejection by peers. A narrative task assessing representations of mothers and fathers was administered to 76 maltreated and 45 nonmaltreated boys and girls (8-12 years old). Maltreated children's representations were more negative/constricted and less positive/coherent than those of nonmaltreated children. Maladaptive representations were associated with emotion dysregulation, aggression, and peer rejection, whereas positive/coherent representations were related to prosocial behavior and peer preference. Representations mediated maltreatment's effects on peer rejection in part by undermining emotion regulation. Findings suggest that representations of caregivers serve an important regulatory function in the peer relationships of at-risk children.

Mind what mother says: narrative input and theory of mind in typical children and those on the autism spectrum.

PubMed

Slaughter, Virginia; Peterson, Candida C; Mackintosh, Emily

2007-01-01

In 2 studies mothers read wordless storybooks to their preschool-aged children; narratives were analyzed for mental state language. Children's theory-of-mind understanding (ToM) was concurrently assessed. In Study 1, children's (N=30; M age 3 years 9 months) ToM task performance was significantly correlated with mothers' explanatory, causal, and contrastive talk about cognition, but not with mothers' simple mentions of cognition. In Study 2, the same pattern was found in an older sample of typically developing children (N=24; M age 4 years 7 months), whereas for children on the autism spectrum (N=24; M age 6 years 7.5 months), ToM task performance was uniquely correlated with mothers' explanatory, causal, and contrastive talk about emotions.

Inference or Enaction? The Impact of Genre on the Narrative Processing of Other Minds

PubMed Central

Carney, James; Wlodarski, Rafael; Dunbar, Robin

2014-01-01

Do narratives shape how humans process other minds or do they presuppose an existing theory of mind? This study experimentally investigated this problem by assessing subject responses to systematic alterations in the genre, levels of intentionality, and linguistic complexity of narratives. It showed that the interaction of genre and intentionality level are crucial in determining how narratives are cognitively processed. Specifically, genres that deployed evolutionarily familiar scenarios (relationship stories) were rated as being higher in quality when levels of intentionality were increased; conversely, stories that lacked evolutionary familiarity (espionage stories) were rated as being lower in quality with increases in intentionality level. Overall, the study showed that narrative is not solely either the origin or the product of our intuitions about other minds; instead, different genres will have different—even opposite—effects on how we understand the mind states of others. PMID:25470279

Inference or enaction? The impact of genre on the narrative processing of other minds.

PubMed

Carney, James; Wlodarski, Rafael; Dunbar, Robin

2014-01-01

Do narratives shape how humans process other minds or do they presuppose an existing theory of mind? This study experimentally investigated this problem by assessing subject responses to systematic alterations in the genre, levels of intentionality, and linguistic complexity of narratives. It showed that the interaction of genre and intentionality level are crucial in determining how narratives are cognitively processed. Specifically, genres that deployed evolutionarily familiar scenarios (relationship stories) were rated as being higher in quality when levels of intentionality were increased; conversely, stories that lacked evolutionary familiarity (espionage stories) were rated as being lower in quality with increases in intentionality level. Overall, the study showed that narrative is not solely either the origin or the product of our intuitions about other minds; instead, different genres will have different-even opposite-effects on how we understand the mind states of others.

Development of Temporal Macrostructure in Life Narratives across the Lifespan

ERIC Educational Resources Information Center

Köber, Christin; Habermas, Tilmann

2017-01-01

In Western cultures, life narratives are typically expected to recount the narrator's life from birth to the present. Disparate autobiographical memories need to be integrated into a more or less coherent story, which is facilitated by an overarching temporal macrostructure. The temporal macrostructure consists of elaborated beginnings that…

Extension Agents and Conflict Narratives: A Case of Laikipia County, Kenya

ERIC Educational Resources Information Center

Bond, Jennifer

2016-01-01

Purpose: This work investigated the narratives of development extensionists in relation to natural resource conflict, in order to understand the competing discourses surrounding the wicked problems of natural resource management in Laikipia County, Kenya. Methodology: Q methodology was used to elicit the conflict narratives present among extension…

Introduction: Development's Story in Time and Place

ERIC Educational Resources Information Center

Schiff, Brian

2014-01-01

In this introductory chapter, I place Bertram J. Cohler's ([Cohler, B. J., 1982]) seminal essay "Personal Narrative and Life Course" in the context of the history of narrative psychology and developmental theory. I describe four theses from "Personal Narrative and Life Course," which impacted developmental theory and…

Narrative Construction of Professional Teacher Identity of Teachers with Dyslexia

ERIC Educational Resources Information Center

Burns, Eila; Bell, Sheena

2011-01-01

This paper considers the development of teachers' professional identity in the context of educators that have diverse backgrounds. We elucidate how teachers with dyslexia working in tertiary education use narrative resources to construct and negotiate their professional teacher identities. The analysis of narrative interviews, interpreted within…

Oral Narrative Performance of African American Prekindergartners Who Speak Nonmainstream American English

ERIC Educational Resources Information Center

Terry, Nicole Patton; Mills, Monique T.; Bingham, Gary E.; Mansour, Souraya; Marencin, Nancy

2013-01-01

Purpose: This study had 4 primary purposes: (a) to describe the oral narrative performance of typically developing African American prekindergarten children with commonly used macro- and microstructure measures; (b) to examine the concurrent and (c) predictive relations between narrative performance, spoken dialect use, vocabulary, and story…

Narrative in Young Children's Digital Art-Making

ERIC Educational Resources Information Center

Sakr, Mona; Connelly, Vince; Wild, Mary

2016-01-01

Digital technologies have material and social properties that have the potential to create new opportunities for children's expressive arts practices. The presence and development of oral narratives in young children's visual art-making on paper has been noted in previous research, but little is known about the narratives children create when they…

Quantifying narrative ability in autism spectrum disorder: a computational linguistic analysis of narrative coherence.

PubMed

Losh, Molly; Gordon, Peter C

2014-12-01

Autism is a neurodevelopmental disorder characterized by serious difficulties with the social use of language, along with impaired social functioning and ritualistic/repetitive behaviors (American Psychiatric Association in Diagnostic and statistical manual of mental disorders: DSM-5, 5th edn. American Psychiatric Association, Arlington, 2013). While substantial heterogeneity exists in symptom expression, impairments in language discourse skills, including narrative (or storytelling), are universally observed in autism (Tager-Flusberg et al. in Handbook on autism and pervasive developmental disorders, 3rd edn. Wiley, New York, pp 335-364, 2005). This study applied a computational linguistic tool, Latent Semantic Analysis (LSA), to objectively characterize narrative performance in high-functioning individuals with autism and typically-developing controls, across two different narrative contexts that differ in the interpersonal and cognitive demands placed on the narrator. Results indicated that high-functioning individuals with autism produced narratives comparable in semantic content to those produced by controls when narrating from a picture book, but produced narratives diminished in semantic quality in a more demanding narrative recall task. This pattern is similar to that detected from analyses of hand-coded picture book narratives in prior research, and extends findings to an additional narrative context that proves particularly challenging for individuals with autism. Results are discussed in terms of the utility of LSA as a quantitative, objective, and efficient measure of narrative ability.

The effect of modality and narration style on recall of online health information: results from a Web-based experiment.

PubMed

Bol, Nadine; van Weert, Julia C M; de Haes, Hanneke C J M; Loos, Eugene F; Smets, Ellen M A

2015-04-24

Older adults are increasingly using the Internet for health information; however, they are often not able to correctly recall Web-based information (eHealth information). Recall of information is crucial for optimal health outcomes, such as adequate disease management and adherence to medical regimes. Combining effective message strategies may help to improve recall of eHealth information among older adults. Presenting information in an audiovisual format using conversational narration style is expected to optimize recall of information compared to other combinations of modality and narration style. The aim of this paper is to investigate the effect of modality and narration style on recall of health information, and whether there are differences between younger and older adults. We conducted a Web-based experiment using a 2 (modality: written vs audiovisual information) by 2 (narration style: formal vs conversational style) between-subjects design (N=440). Age was assessed in the questionnaire and included as a factor: younger (<65 years) versus older (≥65 years) age. Participants were randomly assigned to one of four experimental webpages where information about lung cancer treatment was presented. A Web-based questionnaire assessed recall of eHealth information. Audiovisual modality (vs written modality) was found to increase recall of information in both younger and older adults (P=.04). Although conversational narration style (vs formal narration style) did not increase recall of information (P=.17), a synergistic effect between modality and narration style was revealed: combining audiovisual information with conversational style outperformed combining written information with formal style (P=.01), as well as written information with conversational style (P=.045). This finding suggests that conversational style especially increases recall of information when presented audiovisually. This combination of modality and narration style improved recall of information among both younger and older adults. We conclude that combining audiovisual information with conversational style is the best way to present eHealth information to younger and older adults. Even though older adults did not proportionally recall more when audiovisual information was combined with conversational style than younger adults, this study reveals interesting implications for improving eHealth information that is effective for both younger and older adults.

Effects of Anti- Versus Pro-Vaccine Narratives on Responses by Recipients Varying in Numeracy: A Cross-sectional Survey-Based Experiment.

PubMed

Bruine de Bruin, Wändi; Wallin, Annika; Parker, Andrew M; Strough, JoNell; Hanmer, Janel

2017-11-01

To inform their health decisions, patients may seek narratives describing other patients' evaluations of their treatment experiences. Narratives can provide anti-treatment or pro-treatment evaluative meaning that low-numerate patients may especially struggle to derive from statistical information. Here, we examined whether anti-vaccine (v. pro-vaccine) narratives had relatively stronger effects on the perceived informativeness and judged vaccination probabilities reported among recipients with lower (v. higher) numeracy. Participants ( n = 1,113) from a nationally representative US internet panel were randomly assigned to an anti-vaccine or pro-vaccine narrative, as presented by a patient discussing a personal experience, a physician discussing a patient's experience, or a physician discussing the experiences of 50 patients. Anti-vaccine narratives described flu experiences of patients who got the flu after getting vaccinated; pro-vaccine narratives described flu experiences of patients who got the flu after not getting vaccinated. Participants indicated their probability of getting vaccinated and rated the informativeness of the narratives. Participants with lower numeracy generally perceived narratives as more informative. By comparison, participants with higher numeracy rated especially anti-vaccine narratives as less informative. Anti-vaccine narratives reduced the judged vaccination probabilities as compared with pro-vaccine narratives, especially among participants with lower numeracy. Mediation analyses suggested that low-numerate individuals' vaccination probabilities were reduced by anti-vaccine narratives-and, to a lesser extent, boosted by pro-vaccine narratives-because they perceived narratives to be more informative. These findings were similar for narratives provided by patients and physicians. Patients with lower numeracy may rely more on narrative information when making their decisions. These findings have implications for the development of health communications and decision aids.

Sidney Blatt's Contributions to Personality Assessment.

PubMed

Auerbach, John S

2016-01-01

Over a long, distinguished career, Sidney Blatt contributed to theory and research in personality development, personality assessment, and psychotherapy. Best known for his 2-configurations model of personality and author or co-author of more than 250 articles and 18 books and monographs, Blatt was also a master clinician, a psychoanalyst who was awarded the 1989 Bruno J. Klopfer Award by the Society for Personality Assessment (SPA) for his contributions to both self-report and performance-based assessment. He was also the president of SPA from 1984 to 1986. This special series contains papers by writers who participated in all aspects of Blatt's contributions to personality assessment, both self-report and performance-based. Topics covered include Blatt's 2-configurations model of personality, development, and psychopathology; boundary disturbance and psychosis in performance-based assessment; the interaction of gender and personality on narrative assessments; and the Object Relations Inventory and differentiation relatedness, especially as these relate to therapeutic outcome.

Narrative meaning making and integration: Toward a better understanding of the way falling ill influences quality of life.

PubMed

Hartog, Iris; Scherer-Rath, Michael; Kruizinga, Renske; Netjes, Justine; Henriques, José; Nieuwkerk, Pythia; Sprangers, Mirjam; van Laarhoven, Hanneke

2017-09-01

Falling seriously ill is often experienced as a life event that causes conflict with people's personal goals and expectations in life and evokes existential questions. This article presents a new humanities approach to the way people make meaning of such events and how this influences their quality of life. Incorporating theories on contingency, narrative identity, and quality of life, we developed a theoretical model entailing the concepts life event, worldview, ultimate life goals, experience of contingency, narrative meaning making, narrative integration, and quality of life. We formulate testable hypotheses and describe the self-report questionnaire that was developed based on the model.

Virtual Heritage Tours: Developing Interactive Narrative-Based Environments for Historical Sites

NASA Astrophysics Data System (ADS)

Tuck, Deborah; Kuksa, Iryna

In the last decade there has been a noticeable growth in the use of virtual reality (VR) technologies for reconstructing cultural heritage sites. However, many of these virtual reconstructions evidence little of sites' social histories. Narrating the Past is a research project that aims to re-address this issue by investigating methods for embedding social histories within cultural heritage sites and by creating narrative based virtual environments (VEs) within them. The project aims to enhance the visitor's knowledge and understanding by developing a navigable 3D story space, in which participants are immersed. This has the potential to create a malleable virtual environment allowing the visitor to configure their own narrative paths.

Mentally Simulating Narrative Perspective Is Not Universal or Necessary for Language Comprehension

ERIC Educational Resources Information Center

Brunyé, Tad T.; Ditman, Tali; Giles, Grace E.; Holmes, Amanda; Taylor, Holly A.

2016-01-01

Readers differentially adopt an agent's perspective as a function of pronouns encountered during reading. The present study assessed the reliability of this effect across narrative contexts and self-reported variation in levels of engagement during reading. Experiment 1 used an extended sample (N = 263) and replicated an interactive influence of…

A Systematic Review of Narrative-Based Language Intervention with Children Who Have Language Impairment

ERIC Educational Resources Information Center

Petersen, Douglas B.

2011-01-01

This systematic review focuses on research articles published since 1980 that assess outcomes of narrative-based language intervention for preschool and school-age children with language impairment. The author conducted a comprehensive search of electronic databases and hand searches of other sources for studies using all research designs except…

The Assessment of Service through the Lens of Social Change Leadership: A Phenomenological Approach

ERIC Educational Resources Information Center

Buschlen, Eric Lee; Reusch, Jonathan

2016-01-01

Service to others plays a key role in the development of one's worldview. To study this key role, authors examined a sample of 38 student narratives in three phases: before, during, and 45 days after they served at an alternative break site around the United States. Students kept a prompt-based journal inspired by the tenets of the social change…

Elicited Imitation as a Measure of Second Language Proficiency: A Narrative Review and Meta-Analysis

ERIC Educational Resources Information Center

Yan, Xun; Maeda, Yukiko; Lv, Jing; Ginther, April

2016-01-01

Elicited imitation (EI) has been widely used to examine second language (L2) proficiency and development and was an especially popular method in the 1970s and early 1980s. However, as the field embraced more communicative approaches to both instruction and assessment, the use of EI diminished, and the construct-related validity of EI scores as a…

Influences of Eagle Ford Shale Development on Superintendent Leadership Experiences: A Phenomenological Narrative

ERIC Educational Resources Information Center

Moczygemba, Jeanette Winn

2017-01-01

This phenomenological narrative study examined the effects of the Eagle Ford Shale development upon public school superintendent leadership experiences during the boom phase of the energy industry expansion. The four research questions investigated the shale development's influence on experiences in the areas of instruction, finance and…

The black box in somatization: unexplained physical symptoms, culture, and narratives of trauma.

PubMed

Waitzkin, H; Magaña, H

1997-09-01

Stimulated by our clinical work with patients who manifest unexplained "somatoform" symptoms in the primary care setting, this article addresses a theoretical black box in our understanding of somatization: how does culture mediate severe stress to produce symptoms that cannot be explained by the presence of physical illness? Despite various problems in his explanation of hysteria, Freud broke new ground by emphasizing narratives of traumatic experiences in the development and treatment of unexplained physical symptoms. Except in anthropologically oriented cultural psychiatry, contemporary psychiatry has traveled away from a focus on narrative in the study of somatization. On the other hand, recent interest in narrative has spread across many intellectual disciplines, including the humanities and literary criticism, psychology, history, anthropology, and sociology. We operationally define narratives as attempts at storytelling that portray the interrelationships among physical symptoms and the psychologic, social, or cultural context of these symptoms. Regarding somatization and trauma, we focus on the ways that narrative integrates the cultural context with traumatic life events. In explaining the black box, we postulate that extreme stress (torture, rape, witnessing deaths of relatives, forced migration, etc.) is processed psychologically as a terrible, largely incoherent narrative of events too awful to hold in consciousness. Culture patterns the psychologic and somatic expression of the terrible narrative. Methodologically, we have developed some techniques for eliciting narratives of severe stress and somatic symptoms, which we illustrate with observations from an ongoing research project. In designing interventions to improve the care of somatizing patients, we are focusing on the creation of social situations where patients may feel empowered to express more coherent narratives of their prior traumatic experiences.

Not all stories of professional identity formation are equal: An analysis of formation narratives of highly humanistic physicians.

PubMed

Branch, William T; Frankel, Richard

2016-08-01

We sought to identify and define "highly humanistic" formation narratives, and understand how these events described, together with a reflective learning process, the professional development of physicians in a longitudinal faculty development program. Qualitative analysis of twenty highly humanistic appreciative inquiry narratives selected from a total of 124 written by faculty members at the beginning and end of an eighteen month program at eight medical schools. [9,10] We employed the immersion/crystallization method of Borkan [20] to capture the rich meanings and emotional depth of the twenty narratives. Highly humanistic formation narratives described emotionally charged events in which the faculty writers provided humanistic care that went beyond what they had previously thought themselves capable of; benefited the patient, family or faculty member to a major extent; and reaffirmed or strengthened their professional values. Highly humanistic formation narratives were clustered at the end of our eighteen month curriculum. Participation in faculty development for humanism may have increased the numbers of highly humanistic events by sensitizing and motivating faculty members to meet their patients' emotional needs. Our paper describes a process whereby faculty members may achieve growth in their capacities to meet patients' needs. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Introduction to suspended-sediment sampling

USGS Publications Warehouse

Nolan, K. Michael; Gray, John R.; Glysson, G. Douglas

2005-01-01

Knowledge of the amount and timing of sediment transport in streams is important to those directly or indirectly responsible for developing and managing water and land resources. Such data are often used to judge the health of watershed and the success or failure of activities designed to mitigate adverse impacts of sediment on streams and stream habitats. This training class presents an introduction to methods currently used by the U.S. Geological Survey (USGS) to sample suspended-sediment concentrations in streams. The presentation is narrated, but you control the pace of the presentation. If the computer you are using can view 'MPEG' videos you will be able to take advantage of videos interspersed in the presentation. A test, found at the end of the presentation, can be taken to assess how well you understood the training material. The class, which is registered as class SW4416 with the National Training Center of the USGS, should take two or three hours to complete. In order to use the presentation provided via this Web page, you will need to download a large disc images (linked below) and 'burn' it to a blank CD-ROM using a CD-ROM recorder on your computer. The presentation will only run on a Windows-based personal computer (PC). The presentation was developed using Macromedia Director MX 20041 and is contained in the file 'SIR05-5077.exe' which should autolaunch. If it does not, the presentation can be started by double-clicking on the file name. A sound card and speakers are necessary to take advantage of narrations that accompany the presentation. Text of narrations is provided, if you are unable to listen to narrations. Instructions for installing and running the presentation are included in the file 'Tutorial.htm', which is on the CD. 1 Registered Trademark: Macromedia Incorporated

Event Narratives in 11-14 Year Olds with Autistic Spectrum Disorder

ERIC Educational Resources Information Center

King, Diane; Dockrell, Julie E.; Stuart, Morag

2013-01-01

Background: Children with autistic spectrum disorder (ASD) are known to have difficulties in narrative language and especially with use of evaluative enrichment devices. However, little is known about their production of event narratives. Aims: To establish if children with ASD differ from typically developing peers in their production of general…

Narrative Comprehension and Production in Children with SLI: An Eye Movement Study

ERIC Educational Resources Information Center

Andreu, Llorenc; Sanz-Torrent, Monica; Olmos, Joan Guardia; MacWhinney, Brian

2011-01-01

This study investigates narrative comprehension and production in children with specific language impairment (SLI). Twelve children with SLI (mean age 5;8 years) and 12 typically developing children (mean age 5;6 years) participated in an eye-tracking experiment designed to investigate online narrative comprehension and production in Catalan- and…

The Narrative Labyrinth of Violent Dying

ERIC Educational Resources Information Center

Rynearson, E. K.

2005-01-01

This essay outlines the dynamics of retelling the violent death of a loved one and the narrative "dilemma" of vulnerable family members fixated on retelling. To counter this fixation, the author presents a mythic retelling of violent death (the Myth of Theseus) as narrative basis for developing a restorative retelling. The essay begins by…

Reflecting on a Difficult Life: Narrative Construction in Vulnerable Adolescents

ERIC Educational Resources Information Center

McLean, Kate C.; Wood, Becky; Breen, Andrea V.

2013-01-01

We examined narrative processes of identity development as they related to desistance from delinquent behavior in a sample of vulnerable adolescents. Building on a robust theoretical and empirical foundation in the field of narrative identity, we examined processes of meaning-making and agency in relation to desistance. Thirty-one adolescents were…

The Inevitability and Importance of Genres in Narrative Research on Teaching Practice

ERIC Educational Resources Information Center

Rosiek, Jerry; Atkinson, Becky

2007-01-01

The authors examine the field of contemporary teacher knowledge research. Specifically, they examine the use of narrative representations by researchers in this field. They make a general argument for the development of distinct narrative genres in teacher knowledge research because considerations of distinct genre styles can help researchers…

Supporting Oral Narrative Development of Kindergarten English Language Learners Using Multimedia Stories

ERIC Educational Resources Information Center

Yang, Sha

2016-01-01

Narrative ability comes before literacy for bilingual students and helps narrow down the gap in text-level literacy between English language learners (ELLs) and native English speakers. Kindergarten ELLs are the best age group to receive intervention to improve their oral narrative skills. Multimedia stories have potential to assist kindergarten…

Resisting Anorexia/Bulimia: Foucauldian Perspectives in Narrative Therapy

ERIC Educational Resources Information Center

Lock, Andrew; Epston, David; Maisel, Richard; de Faria, Natasha

2005-01-01

Foucault's analysis of unseen power as it operates in discourses that construct "practices of discipline" and "technologies of the self" has been a central conceptual resource in the development of narrative therapy. Narrative therapists take the view that ?unseen aspects of power work to construct both how a person understands their situation,…

Renaissance Voices Echoed: The Emergence of the Narrator in English Prose.

ERIC Educational Resources Information Center

Rothschild, Jeffrey M.

1990-01-01

Discusses how narrators (distinct from authors) emerged in English prose works during the last decade of the sixteenth century. Reports that instances of the use of narrators can be found throughout the seventeenth century, but that it was another hundred years before the technique developed fully enough to constitute a recognizable narrative…

How Shall I Live? Constructing a Life Story in the College Years

ERIC Educational Resources Information Center

McAdams, Dan P.; Guo, Jennifer

2014-01-01

This chapter applies the concept of narrative identity to college student development. The authors describe a narrative interview method that can be used to promote the development of a purposeful life story in the college years.

Beyond crosswalks: reliability of exposure assessment following automated coding of free-text job descriptions for occupational epidemiology.

PubMed

Burstyn, Igor; Slutsky, Anton; Lee, Derrick G; Singer, Alison B; An, Yuan; Michael, Yvonne L

2014-05-01

Epidemiologists typically collect narrative descriptions of occupational histories because these are less prone than self-reported exposures to recall bias of exposure to a specific hazard. However, the task of coding these narratives can be daunting and prohibitively time-consuming in some settings. The aim of this manuscript is to evaluate the performance of a computer algorithm to translate the narrative description of occupational codes into standard classification of jobs (2010 Standard Occupational Classification) in an epidemiological context. The fundamental question we address is whether exposure assignment resulting from manual (presumed gold standard) coding of the narratives is materially different from that arising from the application of automated coding. We pursued our work through three motivating examples: assessment of physical demands in Women's Health Initiative observational study, evaluation of predictors of exposure to coal tar pitch volatiles in the US Occupational Safety and Health Administration's (OSHA) Integrated Management Information System, and assessment of exposure to agents known to cause occupational asthma in a pregnancy cohort. In these diverse settings, we demonstrate that automated coding of occupations results in assignment of exposures that are in reasonable agreement with results that can be obtained through manual coding. The correlation between physical demand scores based on manual and automated job classification schemes was reasonable (r = 0.5). The agreement between predictive probability of exceeding the OSHA's permissible exposure level for polycyclic aromatic hydrocarbons, using coal tar pitch volatiles as a surrogate, based on manual and automated coding of jobs was modest (Kendall rank correlation = 0.29). In the case of binary assignment of exposure to asthmagens, we observed that fair to excellent agreement in classifications can be reached, depending on presence of ambiguity in assigned job classification (κ = 0.5-0.8). Thus, the success of automated coding appears to depend on the setting and type of exposure that is being assessed. Our overall recommendation is that automated translation of short narrative descriptions of jobs for exposure assessment is feasible in some settings and essential for large cohorts, especially if combined with manual coding to both assess reliability of coding and to further refine the coding algorithm.

The ontogenesis of narrative: from moving to meaning

PubMed Central

Delafield-Butt, Jonathan T.; Trevarthen, Colwyn

2015-01-01

Narrative, the creation of imaginative projects and experiences displayed in expressions of movement and voice, is how human cooperative understanding grows. Human understanding places the character and qualities of objects and events of interest within stories that portray intentions, feelings, and ambitions, and how one cares about them. Understanding the development of narrative is therefore essential for understanding the development of human intelligence, but its early origins are obscure. We identify the origins of narrative in the innate sensorimotor intelligence of a hypermobile human body and trace the ontogenesis of narrative form from its earliest expression in movement. Intelligent planning, with self-awareness, is evident in the gestures and motor expressions of the mid-gestation fetus. After birth, single intentions become serially organized into projects with increasingly ambitious distal goals and social meaning. The infant imitates others’ actions in shared tasks, learns conventional cultural practices, and adapts his own inventions, then names topics of interest. Through every stage, in simple intentions of fetal movement, in social imitations of the neonate, in early proto-conversations and collaborative play of infants and talk of children and adults, the narrative form of creative agency with it four-part structure of ‘introduction,’ ‘development,’ ‘climax,’ and ‘resolution’ is present. We conclude that shared rituals of culture and practical techniques develop from a fundamental psycho-motor structure with its basic, vital impulses for action and generative process of thought-in-action that express an integrated, imaginative, and sociable Self. This basic structure is evident before birth and invariant in form throughout life. Serial organization of single, non-verbal actions into complex projects of expressive and explorative sense-making become conventional meanings and explanations with propositional narrative power. Understanding the root of narrative in embodied meaning-making in this way is important for practical work in therapy and education, and for advancing philosophy and neuroscience. PMID:26388789

Personality Traits, Ego Development, and the Redemptive Self.

PubMed

Guo, Jen; Klevan, Miriam; McAdams, Dan P

2016-09-20

Life narratives are the internalized stories that people construct to provide meaning, purpose, and coherence in their lives. Prior research suggests that psychologically healthy and socially engaged adults generally narrate their lives in a prototypical fashion labeled the redemptive self, consisting of five themes: (a) a sense of childhood advantage, (b) empathy for others' sufferings, (c) moral steadfastness, (d) turning of negative events into positive outcomes (redemption sequences), and (e) prosocial goals. The current study examines trait correlates of the redemptive self in 157 late-midlife adults. Summing thematic scores across 12 life story interview scenes, the redemptive self was positively associated with four of the Big Five traits: extraversion, conscientiousness, agreeableness, and emotional stability, but unrelated to cognitive features of personality, as assessed on openness and ego development. The findings suggest those with positive socio-emotional personality traits, but not necessarily a proclivity for sophisticated thoughts, tend to have redemptive life stories. © 2016 by the Society for Personality and Social Psychology, Inc.

Narrative transformation among military personnel on an adventurous training and sport course.

PubMed

Carless, David

2014-10-01

In the wake of recent wars, some military personnel face considerable physical and mental health problems. In this article I explore the effects of an adapted sport and inclusive adventurous training course for military personnel who have experienced physical injury and/or psychological trauma. Using a dialogical narrative approach, I analyzed stories shared by six soldiers during the course to explore the effects of involvement. Participation in the course seemed to facilitate a narrative transformation or opening corresponding to a broadening identity and sense of self. Story plots progressed from a failing monological narrative, through a chaos narrative, toward a dialogical quest narrative prioritizing immersion in an intense present, a developing self, and a relational orientation. On the basis of narrative theory, I suggest this transformation holds positive consequences for the health and well-being of military personnel who have experienced injury and/or trauma. © The Author(s) 2014.

Emohawk: Searching for a "Good" Emergent Narrative

NASA Astrophysics Data System (ADS)

Brom, Cyril; Bída, Michal; Gemrot, Jakub; Kadlec, Rudolf; Plch, Tomáš

We report on the progress we have achieved in development of Emohawk, a 3D virtual reality application with an emergent narrative for teaching high-school students and undergraduates the basics of virtual characters control, emotion modelling, and narrative generation. Besides, we present a new methodology, used in Emohawk, for purposeful authoring of emergent narratives of Façade's complexity. The methodology is based on massive automatic search for stories that are appealing to the audience whilst forbidding the unappealing ones during the design phase.

Narrative Organization Deficit in Lewy Body Disorders Is Related to Alzheimer Pathology

PubMed Central

Grossman, Murray; Irwin, David J.; Jester, Charles; Halpin, Amy; Ash, Sharon; Rascovsky, Katya; Weintraub, Daniel; McMillan, Corey T.

2017-01-01

Background: Day-to-day interactions depend on conversational narrative, and we examine here the neurobiological basis for difficulty organizing narrative discourse in patients with Lewy body disorders (LBD). Method: Narrative organization was examined in 56 non-aphasic LBD patients, including a non-demented cohort (n = 30) with Parkinson's disease (PD) or PD-Mild Cognitive Impairment PD-MCI,) and a cohort with mild dementia (n = 26) including PD-dementia (PDD) and dementia with Lewy bodies (DLB), with similar age and education but differing in MMSE (p < 0.001). We used a previously reported procedure that probes patients' judgments of the organization of brief, familiar narratives (e.g., going fishing, wrapping a present). A subgroup of 24 patients had MRI assessment of regional gray matter (GM) atrophy and cerebrospinal fluid (CSF) levels of biomarkers for Alzheimer's disease (AD) pathology, including beta amyloid (Aβ), total-tau (t-tau), and phosphorylated-tau (p-tau). Results: Mildly demented LBD patients had a significant deficit judging narratives compared to non-demented patients, but this deficit was not correlated with MMSE. Regression analyses instead related narrative organization to regions of frontal GM atrophy, and CSF levels of Aβ and t-tau associated with presumed AD pathology in these frontal regions. Conclusion: These findings are consistent with the hypothesis that CSF markers of AD pathology associated with frontal regions play a role in difficulty organizing narratives in LBD. PMID:28228714

Narrative Organization Deficit in Lewy Body Disorders Is Related to Alzheimer Pathology.

PubMed

Grossman, Murray; Irwin, David J; Jester, Charles; Halpin, Amy; Ash, Sharon; Rascovsky, Katya; Weintraub, Daniel; McMillan, Corey T

2017-01-01

Background: Day-to-day interactions depend on conversational narrative, and we examine here the neurobiological basis for difficulty organizing narrative discourse in patients with Lewy body disorders (LBD). Method: Narrative organization was examined in 56 non-aphasic LBD patients, including a non-demented cohort ( n = 30) with Parkinson's disease (PD) or PD-Mild Cognitive Impairment PD-MCI,) and a cohort with mild dementia ( n = 26) including PD-dementia (PDD) and dementia with Lewy bodies (DLB), with similar age and education but differing in MMSE ( p < 0.001). We used a previously reported procedure that probes patients' judgments of the organization of brief, familiar narratives (e.g., going fishing, wrapping a present). A subgroup of 24 patients had MRI assessment of regional gray matter (GM) atrophy and cerebrospinal fluid (CSF) levels of biomarkers for Alzheimer's disease (AD) pathology, including beta amyloid (Aβ), total-tau ( t -tau), and phosphorylated-tau ( p -tau). Results: Mildly demented LBD patients had a significant deficit judging narratives compared to non-demented patients, but this deficit was not correlated with MMSE. Regression analyses instead related narrative organization to regions of frontal GM atrophy, and CSF levels of Aβ and t -tau associated with presumed AD pathology in these frontal regions. Conclusion: These findings are consistent with the hypothesis that CSF markers of AD pathology associated with frontal regions play a role in difficulty organizing narratives in LBD.

The Oral Narrative Comprehension and Production Abilities of Verbal Preschoolers on the Autism Spectrum.

PubMed

Westerveld, Marleen F; Roberts, Jacqueline M A

2017-10-05

This study described the oral narrative comprehension and production skills of verbal preschool-age children on the autism spectrum and investigated correlations between oral narrative ability and norm-referenced language test performance. Twenty-nine preschool-age children (aged 4;0-5;9 years;months) with autism, who obtained an age-equivalent score of at least 36 months on the expressive communication subscale of the Vineland Adaptive Behavior Scales-Second Edition (Sparrow, Cicchetti, & Balla, 2005), participated. Children listened to an unfamiliar fictional narrative and answered comprehension questions afterward. After listening to the narrative a second time, children were asked to retell the narrative without picture support. Narratives were transcribed and analyzed for length, semantic diversity, grammatical complexity and accuracy, intelligibility, inclusion of critical events, and narrative stage. All children participated in the comprehension task, and 19 children produced an analyzable narrative retell. Compared with published data on typically developing children, significant difficulties were observed in narrative comprehension, intelligibility, and grammatical accuracy. Most of the children told descriptive or action sequences, with only 1 child producing an abbreviated episode. Significant positive correlations were found (a) between performance on the Peabody Picture Vocabulary Test-Fourth Edition (Dunn & Dunn, 2007) and semantic diversity and narrative comprehension and (b) between parent-reported receptive communication competence (Vineland Adaptive Behavior Scales-Second Edition) and narrative comprehension. This study provides preliminary evidence of specific difficulties in oral narrative comprehension and production skills in verbal preschoolers on the autism spectrum.

Application of stakeholder-based and modelling approaches for supporting robust adaptation decision making under future climatic uncertainty and changing urban-agricultural water demand

NASA Astrophysics Data System (ADS)

Bhave, Ajay; Dessai, Suraje; Conway, Declan; Stainforth, David

2016-04-01

Deep uncertainty in future climate change and socio-economic conditions necessitates the use of assess-risk-of-policy approaches over predict-then-act approaches for adaptation decision making. Robust Decision Making (RDM) approaches embody this principle and help evaluate the ability of adaptation options to satisfy stakeholder preferences under wide-ranging future conditions. This study involves the simultaneous application of two RDM approaches; qualitative and quantitative, in the Cauvery River Basin in Karnataka (population ~23 million), India. The study aims to (a) determine robust water resources adaptation options for the 2030s and 2050s and (b) compare the usefulness of a qualitative stakeholder-driven approach with a quantitative modelling approach. For developing a large set of future scenarios a combination of climate narratives and socio-economic narratives was used. Using structured expert elicitation with a group of climate experts in the Indian Summer Monsoon, climatic narratives were developed. Socio-economic narratives were developed to reflect potential future urban and agricultural water demand. In the qualitative RDM approach, a stakeholder workshop helped elicit key vulnerabilities, water resources adaptation options and performance criteria for evaluating options. During a second workshop, stakeholders discussed and evaluated adaptation options against the performance criteria for a large number of scenarios of climatic and socio-economic change in the basin. In the quantitative RDM approach, a Water Evaluation And Planning (WEAP) model was forced by precipitation and evapotranspiration data, coherent with the climatic narratives, together with water demand data based on socio-economic narratives. We find that compared to business-as-usual conditions options addressing urban water demand satisfy performance criteria across scenarios and provide co-benefits like energy savings and reduction in groundwater depletion, while options reducing agricultural water demand significantly affect downstream water availability. Water demand options demonstrate potential to improve environmental flow conditions and satisfy legal water supply requirements for downstream riparian states. On the other hand, currently planned large scale infrastructural projects demonstrate reduced value in certain scenarios, illustrating the impacts of lock-in effects of large scale infrastructure. From a methodological perspective, we find that while the stakeholder-driven approach revealed robust options in a resource-light manner and helped initiate much needed interaction amongst stakeholders, the modelling approach provides complementary quantitative information. The study reveals robust adaptation options for this important basin and provides a strong methodological basis for carrying out future studies that support adaptation decision making.

Negotiating competing discourses in narratives of midwifery leadership in the English NHS.

PubMed

Divall, Bernie

2015-11-01

to explore midwifery leaders' narratives of identity, within the context of one region of England. a qualitative study using narrative identity theory. Data were collected using in-depth, loosely structured narrative interviews. the study was undertaken in the Midlands region of England, in the context of a midwifery-specific leadership development programme. Participants were located in local NHS organisations and higher education institutions. the interviewees were midwives currently in one of a variety of formal leadership roles, who had recently completed a midwifery leadership development programme. Nine leaders were interviewed for the study. two central themes emerged: 'I am still a midwife' showed interviewees' continued self-identification according to their professional identity, despite the majority no longer holding a clinical role; 'Between a rock and a hard place' showed the challenges of maintaining a professionally-based identity narrative in the face of group and organisational discourses. among the midwifery leaders interviewed, narratives centred on a continued midwife self-identification. However, participants faced a number of challenges in maintaining this narrative, within the context of wider professional group and organisational discourses. midwifery leaders require the support of their professional group and organisational structures if they are to maintain a positive self- and social-identity. Copyright © 2015 Elsevier Ltd. All rights reserved.

A pilot test of the acceptability and efficacy of narrative and non-narrative health education materials in a low health literacy population

PubMed Central

Moran, Meghan Bridgid; Frank, Lauren B.; Chatterjee, Joyee S.; Murphy, Sheila T.; Baezconde-Garbanati, Lourdes

2016-01-01

Although entertainment-education narratives are increasingly being used to communicate health information to a diversity of populations, there is limited evidence examining the use of narrative health education videos in low compared with adequate health literacy populations. There are also very few studies directly comparing narrative materials to more traditional, non-narrative materials. Because individuals with low health literacy are less likely than those with adequate health literacy to benefit from health communication interventions, it is especially important to develop an evidence base supporting the use of narrative health education materials in low literacy populations. This study extends knowledge on the use of narrative health education materials in populations with low health literacy by conducting a randomized trial comparing the acceptability and efficacy (knowledge gain) of two fact-equivalent films, one in a narrative and one in a non-narrative format, on individuals with adequate and low health literacy. This study finds that while both films were well-accepted and produced knowledge gains, the narrative film was more effective in this regard. This effect occurred regardless of health literacy level, indicating that narrative health communication materials are appropriate for individuals with low health literacy and do not exacerbate existing health disparities. These findings add to a small but growing body of evidence testing narrative health education materials in individuals with low health literacy, and provide new evidence supporting narrative, entertainment-education style video as a health communication tool to help reduce health literacy-related health disparities. PMID:27872657

Oral language and narrative skills in children with specific language impairment with and without literacy delay: a three-year longitudinal study.

PubMed

Vandewalle, Ellen; Boets, Bart; Boons, Tinne; Ghesquière, Pol; Zink, Inge

2012-01-01

This longitudinal study compared the development of oral language and more specifically narrative skills (storytelling and story retelling) in children with specific language impairment (SLI) with and without literacy delay. Therefore, 18 children with SLI and 18 matched controls with normal literacy were followed from the last year of kindergarten (mean age=5 years 5 months) until the beginning of grade 3 (mean age=8 years 1 month). Oral language tests measuring vocabulary, morphology, sentence and text comprehension and narrative skills were administered yearly. Based on first and third grade reading and spelling achievement, both groups were divided into a group with and a group without literacy problems. Results showed that the children with SLI and literacy delay had persistent oral language problems across all assessed language domains. The children with SLI and normal literacy skills scored also persistently low on vocabulary, morphology and story retelling skills. Only on listening comprehension and storytelling, they evolved towards the level of the control group. In conclusion, oral language skills in children with SLI and normal literacy skills remained in general poor, despite their intact literacy development during the first years of literacy instruction. Only for listening comprehension and storytelling, they improved, probably as a result of more print exposure. Copyright © 2012 Elsevier Ltd. All rights reserved.

Short Research Report: Exploring Resilience Development in a Taiwanese Preschooler's Narrative--An Emerging Theoretical Mode

ERIC Educational Resources Information Center

Lin, Kuan-Ling Olivia

2016-01-01

It is important to foster resilience in early childhood as this quality is, according to this author, "an individual's progressing development to adjust to life difficulties." This narrative study provides a cultural perspective by investigating a Taiwanese context and shifts the attention to preschoolers' resilience development in both…

Teens Telling Tales: How Maternal and Peer Audiences Support Narrative Identity Development

ERIC Educational Resources Information Center

McLean, Kate C.; Jennings, Lauren E.

2012-01-01

Prior research has shown that parents help children to develop the requisite skills to construct an autobiographical self in past event conversations, yet research in adolescence is lacking. Further, friendships increase in importance during adolescence, and these new relationships may play a role in narrative identity development. The current…

Narratives of Developing Counsellors' Preferred Theories of Counselling Storied through Text, Metaphor, and Photographic Images

ERIC Educational Resources Information Center

Wong-Wylie, Gina

2006-01-01

Reflective practice is integral for developing counsellors to maintain self-awareness and to recognize influences upon ones personal theory of counselling. In this exploratory narrative inquiry research, four doctoral level counselling psychologists participated to uncover "What are the personal stories of developing counsellors and in what…

A Narrative Inquiry into Chinese Teacher Induction in West China through Cross-Cultural Teacher Development

ERIC Educational Resources Information Center

Huang, Ju; Xu, Shijing

2015-01-01

This article is part of a narrative study of Chinese beginning teacher induction through cross-cultural teacher development, which has been developed and contextualized in the "Teacher Education Reciprocal Learning Program" between the University of Windsor (UW), Canada and Southwest University (SWU), China. This program is part of…

Development and Evaluation of a Fully-Online Introductory Biology Course With an Emphasis on the Possibility of Life Beyond Earth

NASA Astrophysics Data System (ADS)

Bratton, D., III; Mead, C.; Horodyskyj, L.; Anbar, A. D.

2016-12-01

BioBeyond, a fully-online introductory biology course, is distinguished by its driving narrative and its emphasis on education through exploration. BioBeyond applies the narrative, big-question, and active learning principles of its predecessor, Habitable Worlds, in the context of the disciplinarily constrained and higher enrollment environment of non-majors introductory biology. To align with the driving question "Are We Alone?" the course takes a novel approach to sequencing topics compared to typical introductory biology, exploring biological questions that arise from the main question in a narrative-driven format: What is life? How did it get so diverse? Was it always this way? What was the earliest life? What signatures does life leave behind? What is the future of life on Earth? Can humans survive the rigors of exploring other planets? To encourage construction and contextualization of new knowledge, critical thinking, scientific inquiry, and active learning, BioBeyond combines multiple features not often seen in introductory biology: a narrative centered around a big question, a continuous scoring system which assesses students as they learn rather than with high-stakes quizzes and tests, and, significantly, all of the learning experiences are adaptive and responsive, making use of Smart Sparrow's intelligent tutoring system. In Spring and Summer semesters of 2016, BioBeyond was deployed 34 times at 17 institutions nationwide, with another 56 classes at 17 institutions planned for Fall 2016. Each semester, feedback is collected and used to fuel a round of improvements. In addition, we are evaluating our course outcomes at five separate institutions of higher education, comparing the achievement of learning and development outcomes in BioBeyond to traditional offerings of introductory biology, using published concept inventories and surveys regarding interest in science, creative thinking, and scientific thinking. These results will also inform future development of BioBeyond and its planned sister courses.

Improving access to psychosocial interventions for common mental health problems in the United Kingdom: narrative review and development of a conceptual model for complex interventions

PubMed Central

2012-01-01

Background In the United Kingdom and worldwide, there is significant policy interest in improving the quality of care for patients with mental health disorders and distress. Improving quality of care means addressing not only the effectiveness of interventions but also the issue of limited access to care. Research to date into improving access to mental health care has not been strongly rooted within a conceptual model, nor has it systematically identified the different elements of the patient journey from identification of illness to receipt of care. This paper set out to review core concepts underlying patient access to mental health care, synthesise these to develop a conceptual model of access, and consider the implications of the model for the development and evaluation of interventions for groups with poor access to mental health care such as older people and ethnic minorities. Methods Narrative review of the literature to identify concepts underlying patient access to mental health care, and synthesis into a conceptual model to support the delivery and evaluation of complex interventions to improve access to mental health care. Results The narrative review adopted a process model of access to care, incorporating interventions at three levels. The levels comprise (a) community engagement (b) addressing the quality of interactions in primary care and (c) the development and delivery of tailored psychosocial interventions. Conclusions The model we propose can form the basis for the development and evaluation of complex interventions in access to mental health care. We highlight the key methodological challenges in evaluating the overall impact of access interventions, and assessing the relative contribution of the different elements of the model. PMID:22889290

Pragmatics in discourse performance: insights from aphasiology.

PubMed

Ulatowska, Hanna K; Olness, Gloria Streit

2007-05-01

This article examines the preservation of pragmatic abilities of individuals with aphasia, as manifested in the discourse they produce. The construct of coherence is used as a framework for understanding this pragmatic preservation. Discourse coherence is largely derived from the structure, selection, and highlighting of information expressed in a discourse. Personal narratives, as one type of discourse, represent an extended turn-in-conversation on a topic of personal relevance to the speaker, common in everyday life. As such, they provide a valuable source of information about a speaker's pragmatic ability. Examples of personal narratives told by individuals with aphasia are used to illustrate and discuss the means by which discourse coherence is achieved. These include a tightly structured temporal-causal event line, development of theme, and evaluation of information. Possible approaches to clinical assessment are considered, including use of global rating systems.

Informative, Compare and Contrast, and Persuasive Essay Composing of Fifth and Seventh Graders: Not All Essay Writing Is the Same

PubMed Central

Davidson, Matt; Berninger, Virginia

2015-01-01

Typically developing writers in fifth (n = 110, M = 10 years 8 months) or seventh (n = 97, M = 12 years 7 months) grade wrote informative, compare and contrast, and persuasive essays for which the content was held constant—two mountains with a history of volcanic eruption. Relevant background knowledge was provided by reading text and showing colorful illustrations to the students before writing each genre. Results showed considerable variability between genre pairs within and across individual writers in content quality, organization quality, and length. Results, which support multiple expository genres, are consistent with prior research showing multiple genres (narrative vs. expository or even within narrative). Results are discussed in reference to the importance of assessing multiple genres in inferring composing expertise as emphasized by Olinghouse and colleagues. PMID:27418715

Narrative Discourse in Adults with High-Functioning Autism or Asperger Syndrome

ERIC Educational Resources Information Center

Colle, Livia; Baron-Cohen, Simon; Wheelwright, Sally; van der Lely, Heather K. J.

2008-01-01

We report a study comparing the narrative abilities of 12 adults with high-functioning autism (HFA) or Asperger Syndrome (AS) versus 12 matched controls. The study focuses on the use of referential expressions (temporal expressions and anaphoric pronouns) during a story-telling task. The aim was to assess pragmatics skills in people with HFA/AS in…

Classroom-Based Narrative and Vocabulary Instruction: Results of an Early-Stage, Nonrandomized Comparison Study

ERIC Educational Resources Information Center

Gillam, Sandra Laing; Olszewski, Abbie; Fargo, Jamison; Gillam, Ronald B.

2014-01-01

Purpose: This nonrandomized feasibility study was designed to provide a preliminary assessment of the impact of a narrative and vocabulary instruction program provided by a speech-language pathologist (SLP) in a regular classroom setting. Method: Forty-three children attending 2 first-grade classrooms participated in the study. Children in each…

Children's Attachment-Related Narratives Following US Gulf Coast Hurricanes: Linkages with Understanding and Teacher Stress

ERIC Educational Resources Information Center

Page, Timothy; Buchanan, Teresa K.; Verbovaya, Olga

2016-01-01

The central focus of this study was the perceptions of emotional security among 64 elementary school-aged children exposed to the hurricanes that affected the US Gulf Coast in 2005. Specifically, we examined the representational qualities of attachment, exploration, and caregiving as assessed with a narrative story-stem task in relation to…

Story Retelling and Language Ability in School-Aged Children with Cerebral Palsy and Speech Impairment

ERIC Educational Resources Information Center

Nordberg, Ann; Dahlgren Sandberg, Annika; Miniscalco, Carmela

2015-01-01

Background: Research on retelling ability and cognition is limited in children with cerebral palsy (CP) and speech impairment. Aims: To explore the impact of expressive and receptive language, narrative discourse dimensions (Narrative Assessment Profile measures), auditory and visual memory, theory of mind (ToM) and non-verbal cognition on the…

How Do I Love Thee? Let Me Count the Ways: Parenting during Adolescence, Attachment Styles, and Romantic Narratives in Emerging Adulthood

ERIC Educational Resources Information Center

Nosko, Amanda; Tieu, Thanh-Thanh; Lawford, Heather; Pratt, Michael W.

2011-01-01

In this longitudinal study, a quantitative and qualitative examination of the associations among parent-child relations, adult attachment styles, and relationship quality and theme in romantic narratives was conducted. Parenting and adult attachment style were assessed through questionnaires, whereas overall quality of romantic relationships…

A Comparison between Written and Spoken Narratives in Aphasia

ERIC Educational Resources Information Center

Behrns, Ingrid; Wengelin, Asa; Broberg, Malin; Hartelius, Lena

2009-01-01

The aim of the present study was to explore how a personal narrative told by a group of eight persons with aphasia differed between written and spoken language, and to compare this with findings from 10 participants in a reference group. The stories were analysed through holistic assessments made by 60 participants without experience of aphasia…

Linking Developmental Themes to Theories in the Autobiographical Narratives of Life-Span Development Students

ERIC Educational Resources Information Center

Mayo, Joseph A.

2017-01-01

Prior research findings point to the efficacy of using autobiographical life-story narration as a learning tool in undergraduate classes. The current study seeks to add to the existing literature on this topic by performing a qualitative analysis across events recorded in students' autobiographical narratives. The purpose of this analysis is to…

By the Book: An Analysis of Adolescents with Autism Spectrum Condition Co-Constructing Fictional Narratives with Peers

ERIC Educational Resources Information Center

Bottema-Beutel, Kristen; White, Rachael

2016-01-01

In this discourse analytic study, we examine interactions between adolescents with autism spectrum condition (ASC) and their typically developing (TD) peers during the construction of fictional narratives within a group intervention context. We found participants with ASC contributed fewer narrative-related turns at talk than TD participants. The…

Children's Use of Evaluative Devices in Spoken and Written Narratives

ERIC Educational Resources Information Center

Drijbooms, Elise; Groen, Margriet A.; Verhoeven, Ludo

2017-01-01

This study investigated the development of evaluation in narratives from middle to late childhood, within the context of differentiating between spoken and written modalities. Two parallel forms of a picture story were used to elicit spoken and written narratives from fourth- and sixth-graders. It was expected that, in addition to an increase of…

Parental Mediation in the Improvement of Narrative Skills of High-Functioning Individuals with Autism Spectrum Disorder

ERIC Educational Resources Information Center

McCabe, Allyssa; Hillier, Ashleigh; DaSilva, Christiana; Queenan, Alexa; Tauras, Mary

2017-01-01

Individuals with autism spectrum disorder (ASD) produce impoverished personal narratives. We developed an intervention to improve parental talk with their son/daughter with ASD which would thereby improve the child's narration. In this pilot study, we randomly assigned parents to an intervention group who received information about the importance…

Travel as a Ritual toward Transformative Consciousness: Juxtaposing Che Guevara's Biography and Teacher Candidates' Narratives

ERIC Educational Resources Information Center

Lea, YiShan

2013-01-01

This article discusses the development of critical consciousness by examining the biographical-narratives in relationship to the experiential accounts on travel. Biographical narratives are important cultural texts filled with history and cultural nuances. The biography of Ernesto Che Guevara has resonated with readers and viewers from around the…

Exploring the Utility of Narrative Analysis in Diagnostic Decision Making: Picture-Bound Reference, Elaboration, and Fetal Alcohol Spectrum Disorders

ERIC Educational Resources Information Center

Thorne, John C.; Coggins, Truman E.; Olson, Heather Carmichael; Astley, Susan J.

2007-01-01

Purpose: To evaluate classification accuracy and clinical feasibility of a narrative analysis tool for identifying children with a fetal alcohol spectrum disorder (FASD). Method: Picture-elicited narratives generated by 16 age-matched pairs of school-aged children (FASD vs. typical development [TD]) were coded for semantic elaboration and…

By Addressing Life Trajectories and Political Violence, Human Rights Education Can Overcome Radicalizing Narratives

ERIC Educational Resources Information Center

Ubachs, Frank

2016-01-01

As the needs and interests of young people are shifting under the influence of demographics and other social developments, "new stories" have started to attract many that undermine the human rights narrative and nurture radical attitudes. This has consequences for human rights education (HRE). As competing narratives have gained a…

The Northern Experience of Street-Involved Youth: A Narrative Inquiry

ERIC Educational Resources Information Center

George, Serena D.; O'Neill, Linda K.

2011-01-01

This research explored the experiences of 8 street-involved youth (4 male, 4 female) between the ages of 20 and 27 living in north-central British Columbia. The analysis was carried out in 3 phases based on the narrative approach developed by Lieblich, Tuval-Mashiach, and Zilber (1998). The narratives represented the holistic experiences of the…

Pragmatics Abilities in Narrative Production: A Cross-Disorder Comparison

ERIC Educational Resources Information Center

Norbury, Courtenay Frazier; Gemmell, Tracey; Paul, Rhea

2014-01-01

We aimed to disentangle contributions of socio-pragmatic and structural language deficits to narrative competence by comparing the narratives of children with autism spectrum disorder (ASD; n=25), non-autistic children with language impairments (LI; n=23), and children with typical development (TD; n=27). Groups were matched for age (6½ to 15…

The Role of Narrative Writing in Improving Professional Practice

ERIC Educational Resources Information Center

Attard, K.

2012-01-01

The use of narratives in the social sciences has drastically increased throughout recent decades. They are mainly used as a way of collecting data and as a way of promoting professional development. This article sheds light on how a practitioner-researcher engaged in narrative writing and how this helped in what is hereby termed a reflective…

My Sister, Our Stories: Exploring the Lived Experience of School Leavers through Narrative and Poetics

ERIC Educational Resources Information Center

Davis, C. Amelia; Pepperell, Jennifer L.

2012-01-01

The purpose of this study was to explore the educational experiences of two adult female siblings who are both school leavers. Through the use of thematic narrative analysis, sibling narratives and poetic re-presentations, their stories were developed. These stories represent the participants' experiences of prior schooling and their current…

Multimodal Literacy Narratives: Weaving the Threads of Young Children's Identity through the Arts

ERIC Educational Resources Information Center

Binder, Marni; Kotsopoulos, Sally

2011-01-01

The current study examines how children develop multimodal narratives through the construction of quilt squares and I Am poetry. Creating visual narratives through the use of personal artifacts lays the foundation for this artistic multiple literacy experience. The study focuses on the process and growth that a diverse group of kindergarten…

Telling Stories in Two Languages: Narratives of Bilingual Preschool Children with Typical and Impaired Language

ERIC Educational Resources Information Center

Iluz-Cohen, Peri; Walters, Joel

2012-01-01

Two studies investigated five- and six-year-old preschool children's narrative production in an attempt to show how LI may impinge on narrative production in measurable ways. Study 1 analyzed renderings of familiar stories for group (typical language development vs. language impairment), story content (Jungle Book/Goldilocks) and language…

Manual versus Automated Narrative Analysis of Agrammatic Production Patterns: The Northwestern Narrative Language Analysis and Computerized Language Analysis

ERIC Educational Resources Information Center

Hsu, Chien-Ju; Thompson, Cynthia K.

2018-01-01

Purpose: The purpose of this study is to compare the outcomes of the manually coded Northwestern Narrative Language Analysis (NNLA) system, which was developed for characterizing agrammatic production patterns, and the automated Computerized Language Analysis (CLAN) system, which has recently been adopted to analyze speech samples of individuals…

Electricity and Vital Force: Discussing the Nature of Science through a Historical Narrative

ERIC Educational Resources Information Center

Schiffer, Hermann; Guerra, Andreia

2015-01-01

Seeking a historical-philosophical approach to science teaching, narrative texts have been used as pedagogical tools to improve the learning experience of students. A review of the literature of different types of narrative texts and their different rates of effectiveness in science education is presented. This study was developed using the…

Narrative characteristics of genocide testimonies predict posttraumatic stress disorder symptoms years later.

PubMed

Ng, Lauren C; Ahishakiye, Naphtal; Miller, Donald E; Meyerowitz, Beth E

2015-05-01

Cognitive theories of posttraumatic stress disorder (PTSD) suggest that trauma narratives that make greater use of somatosensory, perceptual, and negative emotion words may be indicators of greater risk of PTSD symptoms (Ehlers & Clark, 2000). The purpose of this study was to analyze whether the way that survivors of the 1994 Rwandan Genocide against the Tutsi naturally construct genocide testimonies predicts PTSD symptoms 6 years later. One hundred orphaned heads of household (OHH) who were members of a community association gave testimonies about their genocide experiences in 2002. In 2008, PTSD symptoms of 61 of the original OHH were assessed using a genocide-specific version of the Impact of Events Scale-Revised (Weiss & Marmar, 1997). Experienced genocide events were coded from the genocide testimonies, and the types of words used in the testimonies were analyzed using the Linguistic Inquiry and Word Count program (Pennebaker, Chung, Ireland, Gonzales, & Booth, 2007). Pearson correlations and path analyses assessed the relationships between variables. After accounting for genocide events, touching positively predicted avoidance, and sadness negatively predicted hyperarousal. Sensory descriptions of traumatic experiences in trauma narratives may signify higher risk for mental health problems whereas expressions of sadness may indicate emotional processing and better mental health. Analyzing genocide testimonies may help identify survivors at the highest risk of developing PTSD symptoms, even among a group of survivors who have arguably suffered some of the most severe genocide experiences. (c) 2015 APA, all rights reserved).

Specificity in autobiographical memory narratives correlates with performance on the Autobiographical Memory Test and prospectively predicts depressive symptoms

PubMed Central

Sumner, Jennifer A.; Mineka, Susan; McAdams, Dan P.

2012-01-01

Reduced autobiographical memory specificity (AMS) is an important cognitive marker in depression that is typically measured with the Autobiographical Memory Test (AMT; Williams & Broadbent, 1986). The AMT is widely used, but the overreliance on a single methodology for assessing AMS is a limitation in the field. The current study investigated memory narratives as an alternative measure of AMS in an undergraduate student sample selected for being high or low on a measure of depressive symptoms (N = 55). We employed a multi-method design to compare narrative- and AMT-based measures of AMS. Participants generated personally significant self-defining memory narratives, and also completed two versions of the AMT (with and without instructions to retrieve specific memories). Greater AMS in self-defining memory narratives correlated with greater AMS in performance on both versions of the AMT in the full sample, and the patterns of relationships between the different AMS measures were generally similar in low and high dysphoric participants. Furthermore, AMS in self-defining memory narratives was prospectively associated with depressive symptom levels. Specifically, greater AMS in self-defining memory narratives predicted fewer depressive symptoms at a 10-week follow-up over and above baseline symptom levels. Implications for future research and clinical applications are discussed. PMID:23240988

Specificity in autobiographical memory narratives correlates with performance on the autobiographical memory test and prospectively predicts depressive symptoms.

PubMed

Sumner, Jennifer A; Mineka, Susan; McAdams, Dan P

2013-01-01

Reduced autobiographical memory specificity (AMS) is an important cognitive marker in depression that is typically measured with the Autobiographical Memory Test (AMT; Williams & Broadbent, 1986). The AMT is widely used, but the over-reliance on a single methodology for assessing AMS is a limitation in the field. The current study investigated memory narratives as an alternative measure of AMS in an undergraduate student sample selected for being high or low on a measure of depressive symptoms (N=55). We employed a multi-method design to compare narrative- and AMT-based measures of AMS. Participants generated personally significant self-defining memory narratives, and also completed two versions of the AMT (with and without instructions to retrieve specific memories). Greater AMS in self-defining memory narratives correlated with greater AMS in performance on both versions of the AMT in the full sample, and the patterns of relationships between the different AMS measures were generally similar in low and high dysphoric participants. Furthermore, AMS in self-defining memory narratives was prospectively associated with depressive symptom levels. Specifically, greater AMS in self-defining memory narratives predicted fewer depressive symptoms at a 10-week follow-up over and above baseline symptom levels. Implications for future research and clinical applications are discussed.

Fault Lines: Seismicity and the Fracturing of Energy Narratives in Oklahoma

NASA Astrophysics Data System (ADS)

Grubert, E.; Drummond, V. A.; Brandt, A. R.

2016-12-01

Fault Lines: Seismicity and the Fracturing of Energy Narratives in Oklahoma Virginia Drummond1, Emily Grubert21Stanford University, Stanford Earth Summer Undergraduate Research Program2Stanford University, Emmett Interdisciplinary Program in Environment and ResourcesOklahoma is an oil state where residents have historically been supportive of the oil and gas industry. However, a dramatic increase in seismic activity between 2009 and 2015 widely attributed to wastewater injection associated with oil production is a new and highly salient consequence of oil development, affecting local communities' relationship to the environment and to the oil industry. Understanding how seismicity plays into Oklahoma's evolving dialogue about energy is integral to understanding both the current realities and the future of energy communities in Oklahoma.This research engages Oklahoma residents through open-ended interviews and mixed quantitative-qualitative survey research to characterize how energy narratives shape identity in response to conflict between environmental outcomes and economic interest. We perform approximately 20 interviews with residents of Oklahoma, with particular attention to recruiting residents from a wide range of age groups and who work either within or outside the oil and gas industry. General population surveys supplementing detailed interviews with information about community characteristics, social and environmental priorities, and experience with hazards are delivered to residents selected at random from zip codes known to have experienced significant seismicity. We identify narratives used by residents in response to tension between economic and environmental concerns, noting Oklahoma as an interesting case study for how a relatively pro-industry community reacts to and reframes its relationship with energy development, given conflict. In particular, seismicity has fractured the dominant narrative of oil development as positive into new narratives framing the oil industry as responsible and responsive, framing oil development as posing real but acceptable risks, and framing oil development as dangerous, with links to a broader social narrative about the risks of hydraulic fracturing more generally.

Impact of Narrative Expressive Writing on Heart Rate, Heart Rate Variability, and Blood Pressure After Marital Separation.

PubMed

Bourassa, Kyle J; Allen, John J B; Mehl, Matthias R; Sbarra, David A

Divorce is a common stressor that is associated with increased risk for poor long-term physical and mental health. Using an experimental design, the current study examined the impact of expressive writing (EW) on average heart rate (HR), HR variability (HRV), and blood pressure (BP) 7.5 months later. Participants from a community sample of recently separated adults (N = 109) were assigned to one of three conditions: traditional EW, narrative EW, or a control writing condition, and were assessed three times for an average of 7.5 months. Each study visit included 27 minutes of physiological assessment; the primary outcomes at each assessment were mean-level HR, HRV, BP scores averaged across six different tasks. Participants in the traditional EW condition did not significantly differ from control participants in their later HR, HRV, or BP. However, relative to control participants, those in the narrative EW condition had significantly lower HR (B = -3.41, 95% confidence interval = -5.76 to -1.06, p = .004) and higher HRV 7.5 months later (B = 0.41, 95% confidence interval = 0.16 to 0.74, p = .001). When comparing narrative EW participants to those in the traditional EW and control writing as a single group, these effects remained and were moderately sized, Cohen d values of -0.61 and 0.60, respectively, and durable across all task conditions when analyzed in independent models. The writing condition groups did not differ in their later BP. Narrative EW decreased HR and increased HRV after marital separation but did not affect BP. We discuss the possible disconnect between psychology and physiology in response to EW, as well as possible future clinical applications after marital separation.

Narrative Exposure Therapy as a treatment for child war survivors with posttraumatic stress disorder: Two case reports and a pilot study in an African refugee settlement

PubMed Central

Onyut, Lamaro P; Neuner, Frank; Schauer, Elisabeth; Ertl, Verena; Odenwald, Michael; Schauer, Maggie; Elbert, Thomas

2005-01-01

Background Little data exists on the effectiveness of psychological interventions for children with posttraumatic stress disorder (PTSD) that has resulted from exposure to war or conflict-related violence, especially in non-industrialized countries. We created and evaluated the efficacy of KIDNET, a child-friendly version of Narrative Exposure Therapy (NET), as a short-term treatment for children. Methods Six Somali children suffering from PTSD aged 12–17 years resident in a refugee settlement in Uganda were treated with four to six individual sessions of KIDNET by expert clinicians. Symptoms of PTSD and depression were assessed pre-treatment, post-treatment and at nine months follow-up using the CIDI Sections K and E. Results Important symptom reduction was evident immediately after treatment and treatment outcomes were sustained at the 9-month follow-up. All patients completed therapy, reported functioning gains and could be helped to reconstruct their traumatic experiences into a narrative with the use of illustrative material. Conclusions NET may be safe and effective to treat children with war related PTSD in the setting of refugee settlements in developing countries. PMID:15691374

The distinguishing characteristics of narrative identity in adults with features of borderline personality disorder: an empirical investigation.

PubMed

Adler, Jonathan M; Chin, Erica D; Kolisetty, Aiswarya P; Oltmanns, Thomas F

2012-08-01

While identity disturbance has long been considered one of the defining features of Borderline Personality Disorder (BPD), the present study marks only the third empirical investigation to assess it and the first to do so from the perspective of research on narrative identity. Drawing on the rich tradition of studying narrative identity, the present study examined identity disturbance in a group of 40 mid-life adults, 20 with features of BPD and a matched sample of 20 without BPD. Extensive life story interviews were analyzed for a variety of narrative elements and the themes of agency, communion fulfillment (but not communion), and narrative coherence significantly distinguished the stories of those people with features of BPD from those without the disorder. In addition, associations between the theme of agency and psychopathology were evident six and twelve months following the life story interview. This study seeks to bridge the mutually-informative fields of research on personality disorders and normal identity processes.

The distinguishing characteristics of narrative identity in adults with features of Borderline Personality Disorder: An empirical investigation

PubMed Central

Adler, Jonathan M.; Chin, Erica D.; Kolisetty, Aiswarya P.; Oltmanns, Thomas F.

2011-01-01

While identity disturbance has long been considered one of the defining features of Borderline Personality Disorder (BPD), the present study marks only the third empirical investigation to assess it and the first to do so from the perspective of research on narrative identity. Drawing on the rich tradition of studying narrative identity, the present study examined identity disturbance in a group of 40 mid-life adults, 20 with features of BPD and a matched sample of 20 without BPD. Extensive life story interviews were analyzed for a variety of narrative elements and the themes of agency, communion fulfillment (but not communion), and narrative coherence significantly distinguished the stories of those people with features of BPD from those without the disorder. In addition, associations between the theme of agency and psychopathology were evident six and twelve months following the life story interview. This study seeks to bridge the mutually-informative fields of research on personality disorders and normal identity processes. PMID:22867502

Using a narrative to spark safer sex communication.

PubMed

Donné, Lennie; Hoeks, John; Jansen, Carel

2017-10-01

College students are a group at risk for contracting sexually transmitted infections (STIs). While they are generally well informed about STIs, they do not consistently use condoms. An important element in preventing STIs is safer sex communication, especially with a sexual partner. This may be difficult, however, because of a lack of experience in talking about safer sex or because of the absence of suitable role models. In this study, a narrative intervention was tested that was developed to provide receivers with a social script for safer sex communication. An experiment was conducted among college students ( N  = 225) who were exposed to either a narrative intervention or a non-narrative (brochure) intervention, followed by a post-test questionnaire. In the narrative condition, part of the participants completed a pre-test questionnaire before being exposed to the intervention. Compared to pre-test scores, the narrative positively influenced safer sex communication intentions. The results show no significant differences between post-test scores of the narrative and the non-narrative condition. Mediation analyses showed that narrative processes (identification and transportation) were positively related to safer sex communication. In this study, we investigated both the effects of a narrative intervention on safer sex communication intentions, and the mechanisms of narrative processing underlying these effects. The narrative turned out to be as effective as a brochure version with the same information. Our mediation analyses suggest that narratives can be made more persuasive by increasing the reader's involvement with the story as a whole, and with one of the characters in particular.

Using a narrative to spark safer sex communication

PubMed Central

Donné, Lennie; Hoeks, John; Jansen, Carel

2017-01-01

Objective: College students are a group at risk for contracting sexually transmitted infections (STIs). While they are generally well informed about STIs, they do not consistently use condoms. An important element in preventing STIs is safer sex communication, especially with a sexual partner. This may be difficult, however, because of a lack of experience in talking about safer sex or because of the absence of suitable role models. In this study, a narrative intervention was tested that was developed to provide receivers with a social script for safer sex communication. Design: An experiment was conducted among college students (N = 225) who were exposed to either a narrative intervention or a non-narrative (brochure) intervention, followed by a post-test questionnaire. In the narrative condition, part of the participants completed a pre-test questionnaire before being exposed to the intervention. Results: Compared to pre-test scores, the narrative positively influenced safer sex communication intentions. The results show no significant differences between post-test scores of the narrative and the non-narrative condition. Mediation analyses showed that narrative processes (identification and transportation) were positively related to safer sex communication. Conclusion: In this study, we investigated both the effects of a narrative intervention on safer sex communication intentions, and the mechanisms of narrative processing underlying these effects. The narrative turned out to be as effective as a brochure version with the same information. Our mediation analyses suggest that narratives can be made more persuasive by increasing the reader’s involvement with the story as a whole, and with one of the characters in particular. PMID:28919639

The Impact of Professional Development on Poverty, Schooling, and Literacy Practices: Teacher Narratives and Reformation of Mindset

ERIC Educational Resources Information Center

Ciuffetelli Parker, Darlene

2017-01-01

The study examines the impact of professional development on the topic of poverty in one high poverty school community located in a small city in southern Ontario, Canada. It considers narrative-based experiences of teachers' collaborative inquiry on literacy practices after a significant amount of professional development was provided to…

The development of the temporal macrostructure of life narratives across adolescence: beginnings, linear narrative form, and endings.

PubMed

Habermas, Tilmann; Ehlert-Lerche, Silvia; de Silveira, Cybèle

2009-04-01

The ontogeny of the ability to describe people culminates in adolescence in the development of the life story. An overarching temporal macrostructure and framing by a prehistory and a future-oriented global evaluation of life helps integrate disparate autobiographical memories into a coherent story. Two life narratives each of 8-, 12-, 16-, and 20-year-olds (N=102) were analyzed in terms of how well-formed their beginnings and endings are and how much they follow a linear temporal order. By age 12, the majority of life narratives began with birth, ended in the present, and followed a chronological order. In late adolescence and early adulthood, more elaborate birth narratives and retrospective evaluations of life and outlooks into the future were added. These formal characteristics were related to biographical practices, biographical knowledge, and fluid intelligence. Text-analytical methods are proposed as a method for the analysis of biographical and autobiographical reasoning and understanding.

RAMESES publication standards: meta-narrative reviews

PubMed Central

2013-01-01

Background Meta-narrative review is one of an emerging menu of new approaches to qualitative and mixed-method systematic review. A meta-narrative review seeks to illuminate a heterogeneous topic area by highlighting the contrasting and complementary ways in which researchers have studied the same or a similar topic. No previous publication standards exist for the reporting of meta-narrative reviews. This publication standard was developed as part of the RAMESES (Realist And MEta-narrative Evidence Syntheses: Evolving Standards) project. The project's aim is to produce preliminary publication standards for meta-narrative reviews. Methods We (a) collated and summarized existing literature on the principles of good practice in meta-narrative reviews; (b) considered the extent to which these principles had been followed by published reviews, thereby identifying how rigor may be lost and how existing methods could be improved; (c) used a three-round online Delphi method with an interdisciplinary panel of national and international experts in evidence synthesis, meta-narrative reviews, policy and/or publishing to produce and iteratively refine a draft set of methodological steps and publication standards; (d) provided real-time support to ongoing meta-narrative reviews and the open-access RAMESES online discussion list so as to capture problems and questions as they arose; and (e) synthesized expert input, evidence review and real-time problem analysis into a definitive set of standards. Results We identified nine published meta-narrative reviews, provided real-time support to four ongoing reviews and captured questions raised in the RAMESES discussion list. Through analysis and discussion within the project team, we summarized the published literature, and common questions and challenges into briefing materials for the Delphi panel, comprising 33 members. Within three rounds this panel had reached consensus on 20 key publication standards, with an overall response rate of 90%. Conclusion This project used multiple sources to draw together evidence and expertise in meta-narrative reviews. For each item we have included an explanation for why it is important and guidance on how it might be reported. Meta-narrative review is a relatively new method for evidence synthesis and as experience and methodological developments occur, we anticipate that these standards will evolve to reflect further theoretical and methodological developments. We hope that these standards will act as a resource that will contribute to improving the reporting of meta-narrative reviews. To encourage dissemination of the RAMESES publication standards, this article is co-published in the Journal of Advanced Nursing and is freely accessible on Wiley Online Library (http://www.wileyonlinelibrary.com/journal/jan). Please see related articles http://www.biomedcentral.com/1741-7015/11/21 and http://www.biomedcentral.com/1741-7015/11/22 PMID:23360661

An exploration of the relationship between metacomprehension strategy awareness and reading comprehension performance with narrative and science texts

NASA Astrophysics Data System (ADS)

York, Kathleen Christine

This mixed method study explored the relationship between metacomprehension strategy awareness and reading comprehension performance with narrative and science texts. Participants, 132 eighth-grade, predominately African American students, attending one middle school in a southeastern state, were administered a narrative and science version of the Metacomprehension Strategy Index (MSI) and asked to identify helpful strategic behaviors from six clustered subcategories (predicting and verifying; previewing; purpose setting; self-questioning; drawing from background knowledge; and summarizing and applying fix-up strategies). Participants also read and answered comprehension questions about narrative and science passages. Findings revealed no statistically significant differences in overall metacomprehension awareness with narrative and science texts. Statistically significant (p<.05) differences were found for two of the six subcategories, indicating students preview and set purpose more often with science than narrative texts. Findings also indicated overall narrative and science metacomprehension awareness and comprehension performance scores were statistically significantly (p<.01) related. Specifically, the category of summarizing and applying fix-up strategies was the strongest predictor of comprehension performance for both narrative and science texts. The qualitative phase of this study explored the relationship between metacomprehension awareness with narrative and science texts and the comprehension performance of six middle school students, three of whom scored high overall on the narrative and science text comprehension assessments in phase one of the study, and three of whom scored low. A qualitative analysis of multiple sources of data, including video-taped interviews and think-alouds, revealed the three high scoring participants engaged in competent school-based, metacognitive conversations infused with goal, self, and narrative talk and demonstrated multi-strategic engagements with narrative and science texts. In stark contrast, the three low scoring participants engaged in dissonant school-based talk infused with disclaimers, over-generalized, decontextualized, and literalized answers and demonstrated robotic, limited (primarily rereading and restating), and frustrated strategic acts when interacting with both narrative and science texts. The educational implications are discussed. This dissertation was funded by the Office of Special Education Programs, Federal Office Grant Award No. 324E031501.

Narrative and natural history in the eighteenth century.

PubMed

Terrall, Mary

2017-04-01

In the eighteenth century, natural histories of animals incorporated narratives about animal behaviour and narratives of discovery and experimentation. Naturalists used first-person accounts to link the stories of their scientific investigations to the stories of the animal lives they were studying. Understanding nature depended on narratives that shifted back and forth in any given text between animal and human, and between individual cases and generalizations about species. This paper explores the uses of narrative through examples from the work of René-Antoine Ferchault de Réaumur and Abraham Trembley. In all cases, narrative took the genre of natural history well beyond straightforward description and classification. Prose accounts of insect actions and mechanisms worked in tandem with visual narratives embedded in the accompanying illustrations, where artists developed strategies for representing sequences of minute changes over time. By throwing into relief the narrative sections of natural histories, the examples considered here expose the role played by these tales of encounters with the insect world in the making of natural historical knowledge. Copyright © 2017 Elsevier Ltd. All rights reserved.

Implementing a Narrative Medicine Curriculum During the Internship Year: An Internal Medicine Residency Program Experience.

PubMed

Wesley, Tiffany; Hamer, Diana; Karam, George

2018-04-18

Narrative medicine develops professional and communication skills that align with Accreditation Council for Graduate Medical Education competencies. However, little is known about a narrative medicine curriculum's impact on physicians in training during residency. Implementing a narrative medicine curriculum during residency can be challenging because of time constraints and limited opportunity for nonclinical education. Six sessions were implemented throughout one academic year to expose first-year internal medicine residents (interns) to narrative medicine. Attendance and participation were documented. At the end of the year, interns completed an open-ended survey to gauge their perception of their experience with the sessions. In total, 17 interns attended at least 1 narrative medicine session, and each session averaged 5.4 attendees. Thirteen eligible interns completed the survey. Thematic analysis identified 3 predominant themes: Mindfulness, physician well-being, and professionalism. Overall, the narrative medicine sessions were well attended and the curriculum was well received. This intervention demonstrates the value of a narrative medicine curriculum during medical resident training. Large prospective studies are necessary to identify the long-term benefits of such a curriculum.

Automated Assessment of Patients' Self-Narratives for Posttraumatic Stress Disorder Screening Using Natural Language Processing and Text Mining.

PubMed

He, Qiwei; Veldkamp, Bernard P; Glas, Cees A W; de Vries, Theo

2017-03-01

Patients' narratives about traumatic experiences and symptoms are useful in clinical screening and diagnostic procedures. In this study, we presented an automated assessment system to screen patients for posttraumatic stress disorder via a natural language processing and text-mining approach. Four machine-learning algorithms-including decision tree, naive Bayes, support vector machine, and an alternative classification approach called the product score model-were used in combination with n-gram representation models to identify patterns between verbal features in self-narratives and psychiatric diagnoses. With our sample, the product score model with unigrams attained the highest prediction accuracy when compared with practitioners' diagnoses. The addition of multigrams contributed most to balancing the metrics of sensitivity and specificity. This article also demonstrates that text mining is a promising approach for analyzing patients' self-expression behavior, thus helping clinicians identify potential patients from an early stage.

Researching Embodied Learning by Using Videographic Participation for Data Collection and Audiovisual Narratives for Dissemination--Illustrated by the Encounter between Two Acrobats

ERIC Educational Resources Information Center

Degerbøl, Stine; Nielsen, Charlotte Svendler

2015-01-01

The article concerns doing ethnography in education and it reflects upon using "videographic participation" for data collection and the concept of "audiovisual narratives" for dissemination, which is inspired by the idea of developing academic video. The article takes a narrative approach to qualitative research and presents a…

Positive and Negative Childhood and Adolescent Identity Memories Stemming from One's Country and Culture-of-Origin: A Comparative Narrative Analysis

ERIC Educational Resources Information Center

Bazuin-Yoder, Amy

2011-01-01

The initial cognitive ability to coordinate experience into a hierarchically organized, multi-episode narrative occurs in youth, beginning a narrative record of ego identity development that continues throughout the life span (Habermas and Bluck in "Psychological Bulletin" 126:748-769, 2000; Habermas and de Silveira in "Developmental Psychology"…

Analysis of Narratives Produced by Four Children Who Use Augmentative and Alternative Communication

ERIC Educational Resources Information Center

Soto, Gloria; Hartmann, Elizabeth

2006-01-01

The ability to narrate a story is fundamental to the development of overall communicative competence and involves the coordination of a variety of knowledge structures and linguistic abilities. In this study, the narrative discourse abilities of four children who use AAC are described in the context of five tasks designed to elicit a spectrum of…

Using Values Narratives to Promote Youth Well-Being in Schools: An Exploratory Quantitative Evaluation of the Laws of Life Essay

ERIC Educational Resources Information Center

Banyard, Victoria; Hamby, Sherry; Grych, John

2016-01-01

Expressive writing or values narratives are a promising addition to school social workers' toolkits of intervention strategies for distressed youth and prevention work to reduce mental health problems in schools. Narrative can promote resilience among students who have been exposed to adversity and promote healthy development among those who have…

A Cross-Linguistic Study of the Development of Gesture and Speech in Zulu and French Oral Narratives

ERIC Educational Resources Information Center

Nicolas, Ramona Kunene; Guidetti, Michele; Colletta, Jean-Marc

2017-01-01

The present study reports on a developmental and cross-linguistic study of oral narratives produced by speakers of Zulu (a Bantu language) and French (a Romance language). Specifically, we focus on oral narrative performance as a bimodal (i.e., linguistic and gestural) behaviour during the late language acquisition phase. We analyzed seventy-two…

Narrative and the social construction of adulthood.

PubMed

Hammack, Phillip L; Toolis, Erin

2014-01-01

This chapter develops three points of elaboration and theoretical expansion upon Cohler's (1982) treatise on personal narrative and life course. First, we highlight Cohler's emphasis on an interpretive, idiographic approach to the study of lives and reveal the radicalism of this approach, particularly in its ability to interrogate the lived experience of social categorization. Second, we link Cohler's position directly to cultural-historical activity theory (CHAT) and consider the link between inner and social speech through the idea of narrative engagement. Finally, following Cohler's life course perspective on human development, we suggest that adulthood is best conceived as a cultural discourse to which individuals orient their personal narratives through a dynamic process of narrative engagement rather than a clearly demarcated life stage. Emerging adulthood is linked to cultural and economic processes of globalization in the 21st century and challenges static notions of social roles traditionally associated with compulsory heterosexuality (e.g., marriage and parenthood). Narrative processes in emerging adulthood occur through both situated storytelling and the formation of a life story that provides coherence and social meaning, both of which have key implications for social stasis and change. © 2014 Wiley Periodicals, Inc.

Narrative theory and the dynamics of popular movies.

PubMed

Cutting, James E

2016-12-01

Popular movies grab and hold our attention. One reason for this is that storytelling is culturally important to us, but another is that general narrative formulae have been honed over millennia and that a derived but specific filmic form has developed and has been perfected over the last century. The result is a highly effective format that allows rapid processing of complex narratives. Using a corpus analysis I explore a physical narratology of popular movies-narrational structure and how it impacts us-to promote a theory of popular movie form. I show that movies can be divided into 4 acts-setup, complication, development, and climax-with two optional subunits of prolog and epilog, and a few turning points and plot points. In 12 studies I show that normative aspects in patterns of shot durations, shot transitions, shot scale, shot motion, shot luminance, character introduction, and distributions of conversations, music, action shots, and scene transitions reduce to 5 correlated stylistic dimensions of movies and can litigate among theories of movie structure. In general, movie narratives have roughly the same structure as narratives in any other domain-plays, novels, manga, folktales, even oral histories-but with particular runtime constraints, cadences, and constructions that are unique to the medium.

Moving Perspectives on Patient Competence: A Naturalistic Case Study in Psychiatry.

PubMed

Ruissen, A M; Abma, T A; Van Balkom, A J L M; Meynen, G; Widdershoven, G A M

2016-03-01

Patient competence, defined as the ability to reason, appreciate, understand, and express a choice is rarely discussed in patients with obsessive compulsive disorder (OCD), and coercive measures are seldom used. Nevertheless, a psychiatrist of psychologist may doubt whether OCD patients who refuse treatment understand their disease and the consequences of not being treated, which could result in tension between respecting the patient's autonomy and beneficence. The purpose of this article is to develop a notion of competence that is grounded in clinical practice and corresponds with the experiences of patients with obsessions and/or compulsions. We present a naturalistic case study giving both the patient's and the therapist's perspective based on in-depth interviews and a narrative analysis. The case study shows that competence is not merely an assessment by a therapist, but also a co-constructed reality shaped by the experiences and stories of patient and therapist. The patient, a medical student, initially told her story in a restitution narrative, focusing on cognitive rationality. Reconstructing the history of her disease, her story changed into a quest narrative where there was room for emotions, values and moral learning. This fitted well with the therapist's approach, who used motivational interventions with a view to appealing to the patient's responsibility to deal with her condition. We conclude that in practice both the patient and therapist used a quest narrative, approaching competence as the potential for practical reasoning to incorporate values and emotions.

Narratives of Self-Neglect: Patterns of Traumatic Personal Experiences and Maladaptive Behaviors in Cognitively Intact Older Adults.

PubMed

Lien, Cynthia; Rosen, Tony; Bloemen, Elizabeth M; Abrams, Robert C; Pavlou, Maria; Lachs, Mark S

2016-11-01

To identify patterns of personal experience or behavior in self-neglect by exploring narratives of cognitively intact older adults. Descriptive study involving semistructured interviews and unstructured narratives. A parent study of self-neglect characteristics. Cognitively intact, self-neglecting older adults referred from 11 community-based senior services agencies (N = 69). Interviews included a comprehensive psychiatric assessment using the Structured Clinical Interview for Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Axis-I and II Disorders and an unstructured interview that allowed subjects to describe important elements of their life stories. Content analysis was used to identify personal experiences and behavior patterns in each subject's narrative. Four types of traumatic personal experiences (psychologically traumatic loss, separation or abandonment (29%); violent victimization, physical trauma, or sexual abuse (19%); exposure to war or political violence (9%); prolonged mourning (7%)) and five behavior patterns (significant financial instability (23%), severe lifelong mental illness (16%), mistrust of people or paranoia (13%), distrust and avoidance of the medical establishment (13%), substance abuse or dependence (13%)) were identified in the life stories. Patterns of traumatic personal experiences and maladaptive behaviors that self-neglecters frequently report were identified. Experiences, perceptions, and behaviors developed over a lifetime may contribute to elder self-neglect. Further exploration and better understanding of these patterns may identify potential risk factors and areas for future targeted screening, intervention, and prevention. © 2016, Copyright the Authors Journal compilation © 2016, The American Geriatrics Society.

The Effect of Modality and Narration Style on Recall of Online Health Information: Results From a Web-Based Experiment

PubMed Central

van Weert, Julia CM; de Haes, Hanneke CJM; Loos, Eugene F; Smets, Ellen MA

2015-01-01

Background Older adults are increasingly using the Internet for health information; however, they are often not able to correctly recall Web-based information (eHealth information). Recall of information is crucial for optimal health outcomes, such as adequate disease management and adherence to medical regimes. Combining effective message strategies may help to improve recall of eHealth information among older adults. Presenting information in an audiovisual format using conversational narration style is expected to optimize recall of information compared to other combinations of modality and narration style. Objective The aim of this paper is to investigate the effect of modality and narration style on recall of health information, and whether there are differences between younger and older adults. Methods We conducted a Web-based experiment using a 2 (modality: written vs audiovisual information) by 2 (narration style: formal vs conversational style) between-subjects design (N=440). Age was assessed in the questionnaire and included as a factor: younger (<65 years) versus older (≥65 years) age. Participants were randomly assigned to one of four experimental webpages where information about lung cancer treatment was presented. A Web-based questionnaire assessed recall of eHealth information. Results Audiovisual modality (vs written modality) was found to increase recall of information in both younger and older adults (P=.04). Although conversational narration style (vs formal narration style) did not increase recall of information (P=.17), a synergistic effect between modality and narration style was revealed: combining audiovisual information with conversational style outperformed combining written information with formal style (P=.01), as well as written information with conversational style (P=.045). This finding suggests that conversational style especially increases recall of information when presented audiovisually. This combination of modality and narration style improved recall of information among both younger and older adults. Conclusions We conclude that combining audiovisual information with conversational style is the best way to present eHealth information to younger and older adults. Even though older adults did not proportionally recall more when audiovisual information was combined with conversational style than younger adults, this study reveals interesting implications for improving eHealth information that is effective for both younger and older adults. PMID:25910416

Promoting the role of the personal narrative in teaching controversial socio-scientific issues

NASA Astrophysics Data System (ADS)

Levinson, Ralph

2008-09-01

Citizens participating in contemporary socio-scientific issues (SSI) need to draw on local knowledge and personal experience. If curricular developments in the teaching of controversial SSI are to reflect contemporary notions of citizenship then the personal narrative is an indispensable instrument in bridging the gap between the local/personal and the emergent science. In the context of controversy personal narratives help contending parties to see events in the light of those who do not share their views. A goal-oriented protagonist is the narrator in the personal narrative, which consists of three components - situation-event-reaction—the reaction being an evaluation of the event. Promoting personal narratives in science-based curricula is considered problematic given the dominant role of science’s explanatory frameworks. An inter-disciplinary approach is proposed based on McLaughlin’s levels of disagreement.

Life Experience with Death: Relation to Death Attitudes and to the Use of Death-Related Memories

ERIC Educational Resources Information Center

Bluck, Susan; Dirk, Judith; Mackay, Michael M.; Hux, Ashley

2008-01-01

The study examines the relation of death experience to death attitudes and to autobiographical memory use. Participants (N = 52) completed standard death attitude measures and wrote narratives about a death-related autobiographical memory and (for comparison) a memory of a low point. Self-ratings of the memory narratives were used to assess their…

"Better to Be a Pessimist": A Narrative Inquiry into Mathematics Teachers' Experience of the Transition to the Common Core

ERIC Educational Resources Information Center

Martinie, Sherri L.; Kim, Jeong-Hee; Abernathy, Deborah

2016-01-01

The Common Core State Standards (CCSS) are a focus of state education policy today influencing curriculum implementation and assessment in public schools. The purpose of this narrative inquiry is to understand how high school mathematics teachers experience the transition period. Based on interviews with mathematics teachers in a high school in…

Beyond Sentences: Using the Expression, Reception, and Recall of Narratives Instrument to Assess Communication in School-Aged Children with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Volden, Joanne; Dodd, Erin; Engel, Kathleen; Smith, Isabel M.; Szatmari, Peter; Fombonne, Eric; Zwaigenbaum, Lonnie; Mirenda, Pat; Bryson, Susan; Roberts, Wendy; Vaillancourt, Tracy; Waddell, Charlotte; Elsabbagh, Mayada; Bennett, Teresa; Georgiades, Stelios; Duku, Eric

2017-01-01

Purpose: Impairments in the social use of language are universal in autism spectrum disorder (ASD), but few standardized measures evaluate communication skills above the level of individual words or sentences. This study evaluated the Expression, Reception, and Recall of Narrative Instrument (ERRNI; Bishop, 2004) to determine its contribution to…

Cultural adaptation of the Test of Narrative Language (TNL) into Brazilian Portuguese.

PubMed

Rossi, Natalia Freitas; Lindau, Tâmara de Andrade; Gillam, Ronald Bradley; Giacheti, Célia Maria

To accomplish the translation and cultural adaptation of the Test of Narrative Language (TNL) into Brazilian Portuguese. The TNL is a formal instrument which assesses narrative comprehension and oral narration of children between the ages of 5-0 and 11-11 (years-months). The TNL translation and adaptation process had the following steps: (1) translation into the target language; (2) summary of the translated versions; (3) back-translation; (4) checking of the conceptual, semantics and cultural equivalence process and (5) pilot study (56 children within the test age range and from both genders). The adapted version maintained the same structure as the original version: number of tasks (both, three comprehension and oral narration), narrative formats (no picture, sequenced pictures and single picture) and scoring system. There were no adjustments to the pictures. The "McDonald's Story" was replaced by the "Snack Bar History" to meet the semantic and experiential equivalence of the target population. The other stories had semantic and grammatical adjustments. Statistically significant difference was found when comparing the raw score (comprehension, narration and total) of age groups from the adapted version. Adjustments were required to meet the equivalence between the original and the translated versions. The adapted version showed it has the potential to identify differences in oral narratives of children in the age range provided by the test. Measurement equivalence for validation and test standardization are in progress and will be able to supplement the study outcomes.

Children's moral emotions, narratives, and aggression: relations with maternal discipline and support.

PubMed

Arsenio, William; Ramos-Marcuse, Fatima

2014-01-01

Children who attribute more positive emotions to hypothetical moral victimizers are typically more aggressive and have more behavior problems. Little is known, however, about when individual differences in these moral emotion attributions first emerge or about maternal correlates of these differences. In this study, 63 4-6-year-olds judged how they would feel after victimizing peers for gain and enacted event conclusions using narrative methods adapted from the MacArthur Story Stem Battery. In addition, children's mothers completed assessments of their disciplinary styles and social support, and children's aggressive tendencies were assessed based on ratings from mothers and a second familiar adult. Results revealed that most preschoolers expected to feel happy after their victimizing acts, but variations in happy victimization were unrelated to children's aggression. Several of children's narrative themes, including making amends (e.g., apologizing, reparations), aggressive acts, and mentions of death/killing, however, were related to children's aggression. Moreover, two maternal disciplinary dimensions, higher warmth and reasoning, as well as greater social support were also related to lower child aggression. Children's emotion attributions and moral narratives, however, were unrelated to maternal disciplinary practices or social support.

The Narrative-Emotion Process Coding System 2.0: A multi-methodological approach to identifying and assessing narrative-emotion process markers in psychotherapy.

PubMed

Angus, Lynne E; Boritz, Tali; Bryntwick, Emily; Carpenter, Naomi; Macaulay, Christianne; Khattra, Jasmine

2017-05-01

Recent studies suggest that it is not simply the expression of emotion or emotional arousal in session that is important, but rather it is the reflective processing of emergent, adaptive emotions, arising in the context of personal storytelling and/or Emotion-Focused Therapy (EFT) interventions, that is associated with change. To enhance narrative-emotion integration specifically in EFT, Angus and Greenberg originally identified a set of eight clinically derived narrative-emotion integration markers were originally identified for the implementation of process-guiding therapeutic responses. Further evaluation and testing by the Angus Narrative-Emotion Marker Lab resulted in the identification of 10 empirically validated Narrative-Emotion Process (N-EP) markers that are included in the Narrative-Emotion Process Coding System Version 2.0 (NEPCS 2.0). Based on empirical research findings, individual markers are clustered into Problem (e.g., stuckness in repetitive story patterns, over-controlled or dysregulated emotion, lack of reflectivity), Transition (e.g., reflective, access to adaptive emotions and new emotional plotlines, heightened narrative and emotion integration), and Change (e.g., new story outcomes and self-narrative discovery, and co-construction and re-conceptualization) subgroups. To date, research using the NEPCS 2.0 has investigated the proportion and pattern of narrative-emotion markers in Emotion-Focused, Client-Centered, and Cognitive Therapy for Major Depression, Motivational Interviewing plus Cognitive Behavioral Therapy for Generalized Anxiety Disorder, and EFT for Complex Trauma. Results have consistently identified significantly higher proportions of N-EP Transition and Change markers, and productive shifts, in mid- and late phase sessions, for clients who achieved recovery by treatment termination. Recovery is consistently associated with client storytelling that is emotionally engaged, reflective, and evidencing new story outcomes and self-narrative change. Implications for future research, practice and training are discussed.

Supporting narrative retells for people with aphasia using augmentative and alternative communication: photographs or line drawings? Text or no text?

PubMed

Griffith, Julie; Dietz, Aimee; Weissling, Kristy

2014-05-01

The purpose of this study was to examine how the interface design of an augmentative and alternative communication (AAC) device influences the communication behaviors of people with aphasia during a narrative retell task. A case-series design was used. Four narratives were created on an AAC device with combinations of personally relevant (PR) photographs, line drawings (LDs), and text for each participant. The narrative retells were analyzed to describe the expressive modality units (EMUs) used, trouble sources experienced, and whether trouble sources were repaired. The researchers also explored the participants' perceived helpfulness of the interface features. The participants primarily used spoken EMUs to retell their narratives. They relied on PR photographs more frequently than LDs; however, they reported both picture types to be equally helpful. Text was frequently used and reported as helpful by all 4 people with aphasia. Participants experienced similar rates of trouble sources across conditions; however, they displayed unique trends for successful repairs of trouble sources. For narrative retells, LDs may serve as an effective visual support when PR photographs are unavailable. Individual assessment is necessary to determine the optimum combination of supports in AAC systems for people with aphasia.

A cross-sectional study assessing the association between online ratings and clinical quality of care measures for US hospitals: results from an observational study.

PubMed

Emmert, Martin; Meszmer, Nina; Schlesinger, Mark

2018-02-05

Little is known about the usefulness of online ratings when searching for a hospital. We therefore assess the association between quantitative and qualitative online ratings for US hospitals and clinical quality of care measures. First, we collected a stratified random sample of 1000 quantitative and qualitative online ratings for hospitals from the website RateMDs. We used an integrated iterative approach to develop a categorization scheme to capture both the topics and sentiment in the narrative comments. Next, we matched the online ratings with hospital-level quality measures published by the Centers for Medicare and Medicaid Services. Regarding nominally scaled measures, we checked for differences in the distribution among the online rating categories. For metrically scaled measures, we applied the Spearman rank coefficient of correlation. Thirteen of the twenty-nine quality of care measures were significantly associated with the quantitative online ratings (Spearman p = ±0.143, p < 0.05 for all). Thereof, eight associations indicated better clinical outcomes for better online ratings. Seven of the twenty-nine clinical measures were significantly associated with the sentiment of patient narratives (p = ±0.114, p < 0.05 for all), whereof four associations indicated worse clinical outcomes in more favorable narrative comments. There seems to be some association between quantitative online ratings and clinical performance measures. However, the relatively weak strength and inconsistency of the direction of the association as well as the lack of association with several other clinical measures may not enable the drawing of strong conclusions. Narrative comments also seem to have limited potential to reflect the clinical quality of care in its current form. Thus, online ratings are of limited usefulness in guiding patients towards high-performing hospitals from a clinical point of view. Nevertheless, patients might prefer different aspects of care when choosing a hospital.

Carotid intima-media thickness in the Brazilian Longitudinal Study of Adult Health (ELSA-Brasil): a narrative review.

PubMed

Santos, Eduardo Henrique Sena; Santos Neto, Pedro José Dos; Santos, Itamar de Souza

2018-01-01

Carotid intima-media thickness (CIMT), as measured by ultrasound, has been used in large studies as a non-invasive marker for subclinical atherosclerosis. The Brazilian Longitudinal Study of Adult Health (ELSA-Brasil) is a cohort of 15,105 civil servants in six Brazilian cities that included CIMT evaluation in its baseline assessment. The aim of the present narrative review was to provide an overview of ELSA-Brasil CIMT articles published up to July 31, 2017. Narrative review of ELSA-Brasil CIMT studies using baseline assessment data. We searched PubMed for the terms "ELSA-Brasil" and "intima-media". This search yielded 21 published articles using CIMT data from the ELSA-Brasil baseline assessment, which were included in this review. We also present information about intima-media thickness assessment from ongoing onsite reevaluations of the study participants. Most published studies focused on the association with traditional and novel cardiovascular risk factors. Studies also presented information about the ELSA-Brasil CIMT protocol at baseline and CIMT value distribution in this large sample. Analyses on the ELSA-Brasil data led to important insights on CIMT interpretation and physiology. Besides the highlighted contributions which have already been made in this field, new data gathered during the ongoing third onsite assessment will enable investigation of substantially new research questions.

Development of the Life Story in Early Adolescence

ERIC Educational Resources Information Center

Steiner, Kristina L.; Pillemer, David B.

2018-01-01

Life span developmental psychology proposes that the ability to create a coherent life narrative does not develop until early adolescence. Using a novel methodology, 10-, 12-, and 14-year-old participants were asked to tell their life stories aloud to a researcher. Later, participants separated their transcribed narratives into self-identified…

Developing Narrative Competence through Reading and Writing Metafictive Texts

ERIC Educational Resources Information Center

Pantaleo, Sylvia

2010-01-01

The classroom-based research discussed in this article focuses on how elementary students' experiences with a collection of postmodern picturebooks developed their narrative competence. This article explores how 39 Grades 3 and 4 students' written and visual texts were affected by reading a particular selection of picturebooks. The students wrote…

A Narrative Analysis of a Teacher Educator's Professional Learning Journey

ERIC Educational Resources Information Center

Vanassche, Eline; Kelchtermans, Geert

2016-01-01

This article reports on a narrative analysis of one teacher educator's learning journey in a two-year professional development project. Professional development is conceived of as the complex learning processes resulting from the meaningful interactions between the individual teacher educator and his/her working context. Our analysis indicates…

In "Sociocultural In-Betweenness": Exploring Teachers' Translingual Identity Development through Narratives

ERIC Educational Resources Information Center

Ishihara, Noriko; Menard-Warwick, Julia

2018-01-01

In this article, we investigate second/foreign language teachers' translingual identity development through a narrative approach to their life histories. While several studies have investigated how teachers' intercultural experiences shape their identity formation and pedagogies, we explore not only the impact of teachers' identity on their…

Development of Ecological Place Meaning in New York City

ERIC Educational Resources Information Center

Russ, Alex; Peters, Scott J.; Krasny, Marianne E.; Stedman, Richard C.

2015-01-01

Urban environmental education helps students to recognize ecological features and practices of cities. To understand the value and practice of developing such ecological place meaning, we conducted narrative research with educators and students in urban environmental education programs in the Bronx, New York City. Narratives showed that educators…

Exposure to Media and Theory-of-Mind Development in Preschoolers

ERIC Educational Resources Information Center

Mar, Raymond A.; Tackett, Jennifer L.; Moore, Chris

2010-01-01

Exposure to different forms of narrative media may influence children's development of theory-of-mind. Because engagement with fictional narratives provides one with information about the social world, and possibly draws upon theory-of-mind processes during comprehension, exposure to storybooks, movies, and television may influence theory-of-mind…

Understanding physical activity participation in spinal cord injured populations: Three narrative types for consideration

PubMed Central

Papathomas, Anthony; Williams, Toni L.; Smith, Brett

2015-01-01

The aim of this study was to identity the types of physical activity narratives drawn upon by active spinal injured people. More than 50 h of semi-structured life-story interview data, collected as part of larger interdisciplinary program of disability lifestyle research, was analysed for 30 physically active male and female spinal cord injury (SCI) participants. A structural narrative analysis of data identified three narrative types which people with SCI draw on: (1) exercise is restitution, (2) exercise is medicine, and (3) exercise is progressive redemption. These insights contribute new knowledge by adding a unique narrative perspective to existing cognitive understanding of physical activity behaviour in the spinal cord injured population. The implications of this narrative typology for developing effective positive behavioural change interventions are critically discussed. It is concluded that the identified narratives types may be constitutive, as well as reflective, of physical activity experiences and therefore may be a useful tool on which to base physical activity promotion initiatives. PMID:26282868

Using narrative text and coded data to develop hazard scenarios for occupational injury interventions

PubMed Central

Lincoln, A; Sorock, G; Courtney, T; Wellman, H; Smith, G; Amoroso, P

2004-01-01

Objective: To determine whether narrative text in safety reports contains sufficient information regarding contributing factors and precipitating mechanisms to prioritize occupational back injury prevention strategies. Design, setting, subjects, and main outcome measures: Nine essential data elements were identified in narratives and coded sections of safety reports for each of 94 cases of back injuries to United States Army truck drivers reported to the United States Army Safety Center between 1987 and 1997. The essential elements of each case were used to reconstruct standardized event sequences. A taxonomy of the event sequences was then developed to identify common hazard scenarios and opportunities for primary interventions. Results: Coded data typically only identified five data elements (broad activity, task, event/exposure, nature of injury, and outcomes) while narratives provided additional elements (contributing factor, precipitating mechanism, primary source) essential for developing our taxonomy. Three hazard scenarios were associated with back injuries among Army truck drivers accounting for 83% of cases: struck by/against events during motor vehicle crashes; falls resulting from slips/trips or loss of balance; and overexertion from lifting activities. Conclusions: Coded data from safety investigations lacked sufficient information to thoroughly characterize the injury event. However, the combination of existing narrative text (similar to that collected by many injury surveillance systems) and coded data enabled us to develop a more complete taxonomy of injury event characteristics and identify common hazard scenarios. This study demonstrates that narrative text can provide the additional information on contributing factors and precipitating mechanisms needed to target prevention strategies. PMID:15314055

Evaluation of Micronutrient Sensors for Food Matrices in Resource-Limited Settings: A Systematic Narrative Review.

PubMed

Waller, Anna W; Lotton, Jennifer L; Gaur, Shashank; Andrade, Jeanette M; Andrade, Juan E

2018-06-21

In resource-limited settings, mass food fortification is a common strategy to ensure the population consumes appropriate quantities of essential micronutrients. Food and government organizations in these settings, however, lack tools to monitor the quality and compliance of fortified products and their efficacy to enhance nutrient status. The World Health Organization has developed general guidelines known as ASSURED (Affordable, Sensitive, Specific, User-friendly, Rapid and Robust, Equipment-free, and Deliverable to end-users) to aid the development of useful diagnostic tools for these settings. These guidelines assume performance aspects such as sufficient accuracy, reliability, and validity. The purpose of this systematic narrative review is to examine the micronutrient sensor literature on its adherence towards the ASSURED criteria along with accuracy, reliability, and validation when developing micronutrient sensors for resource-limited settings. Keyword searches were conducted in three databases: Web of Science, PubMed, and Scopus and were based on 6-point inclusion criteria. A 16-question quality assessment tool was developed to determine the adherence towards quality and performance criteria. Of the 2,365 retrieved studies, 42 sensors were included based on inclusion/exclusion criteria. Results showed that improvements to the current sensor design are necessary, especially their affordability, user-friendliness, robustness, equipment-free, and deliverability within the ASSURED criteria, and accuracy and validity of the additional criteria to be useful in resource-limited settings. Although it requires further validation, the 16-question quality assessment tool can be used as a guide in the development of sensors for resource-limited settings. © 2018 Institute of Food Technologists®.

Scenario Development for the Southwestern United States

NASA Astrophysics Data System (ADS)

Mahmoud, M.; Gupta, H.; Stewart, S.; Liu, Y.; Hartmann, H.; Wagener, T.

2006-12-01

The primary goal of employing a scenario development approach for the U.S. southwest is to inform regional policy by examining future possibilities related to regional vegetation change, water-leasing, and riparian restoration. This approach is necessary due to a lack of existing explicit water resources application of scenarios to the entire southwest region. A formal approach for scenario development is adopted and applied towards water resources issues within the arid and semi-arid regions of the U.S. southwest following five progressive and reiterative phases: scenario definition, scenario construction, scenario analysis, scenario assessment, and risk management. In the scenario definition phase, the inputs of scientists, modelers, and stakeholders were collected in order to define and construct relevant scenarios to the southwest and its water sustainability needs. From stakeholder-driven scenario workshops and breakout sessions, the three main axes of principal change were identified to be climate change, population development patterns, and quality of information monitoring technology. Based on the extreme and varying conditions of these three main axes, eight scenario narratives were drafted to describe the state of each scenario's respective future and the events which led to it. Events and situations are described within each scenario narrative with respect to key variables; variables that are both important to regional water resources (as distinguished by scientists and modelers), and are good tracking and monitoring indicators of change. The current phase consists of scenario construction, where the drafted scenarios are re-presented to regional scientists and modelers to verify that proper key variables are included (or excluded) from the eight narratives. The next step is to construct the data sets necessary to implement the eight scenarios on the respective computational models of modelers investigating vegetation change, water-leasing, and riparian restoration in the southwest

Examining the ELL Professional Development Experiences of General Educators with English Language Learners: A Narrative Research Study Using Schon's Theory of the Reflective Practitioner

ERIC Educational Resources Information Center

Celozzi, Christopher L.

2017-01-01

This narrative research study explored how general education teachers describe their ELL professional development experiences. Specifically, this project revealed general educators' reflective practices in terms of how they translated completed professional development training into the learning environment of their own classrooms. The theoretical…

Alternative Pathways to Talent Development in Music: The Narrative of an Eminent Filipino Singer-Songwriter

ERIC Educational Resources Information Center

Garces-Bacsal, Rhoda Myra

2014-01-01

The narrative of an eminent Filipino singer-songwriter, Noel Cabangon, provides a description of an alternative pathway to musical talent development. Most theories on talent development assume that a young artist would have access to the resources required for one to advance in the domain. The results of multiple in-depth interviews suggested…

Narrative Development among Language-Minority Children: The Role of Bilingual versus Monolingual Preschool Education

ERIC Educational Resources Information Center

Schwartz, Mila; Shaul, Yehudit

2013-01-01

The development of script schema, as a source of narrative knowledge, is an essential stage in this knowledge construction. This study focused on the role of bilingual versus monolingual preschool education in the development of script schema knowledge in Russian (L1) and Hebrew (L2) among Russian/Hebrew-speaking children in Israel. The preschool…

Cultural Dimensions of Digital Library Development, Part II: The Cultures of Innovation in Five European National Libraries (Narratives of Development)

ERIC Educational Resources Information Center

Dalbello, Marija

2009-01-01

This article presents the narrative accounts of the beginnings of digital library programs in five European national libraries: Biblioteca nacional de Portugal, Bibliotheque nationale de France, Die Deutsche Bibliothek, the National Library of Scotland, and the British Library. Based on interviews with policy makers and developers of digital…

From "Organisms" to "Boundaries": The Uneven Development of Theory Narratives in Education, Learning and Work Connections

ERIC Educational Resources Information Center

Saunders, Murray

2006-01-01

This paper uses the metaphor of a "theory narrative" to discuss the way in which the connections between education, learning and work have been understood. It identifies six theory narratives, and analyses each in turn, leading to an overview that suggests the way in which these explanatory frameworks might evolve in the future. The six narratives…

Mission Drift in Qualitative Research, or Moving Toward a Systematic Review of Qualitative Studies, Moving Back to a More Systematic Narrative Review

ERIC Educational Resources Information Center

Jones, Kip

2004-01-01

The paper argues that the systematic review of qualitative research is best served by reliance upon qualitative methods themselves. A case is made for strengthening the narrative literature review and using narrative itself as a method of review. A technique is proposed that builds upon recent developments in qualitative systematic review by the…

A Tale of Two Hands: Children's Early Gesture Use in Narrative Production Predicts Later Narrative Structure in Speech

ERIC Educational Resources Information Center

Demir, Özlem Ece; Levine, Susan C.; Goldin-Meadow, Susan

2015-01-01

Speakers of all ages spontaneously gesture as they talk. These gestures predict children's milestones in vocabulary and sentence structure. We ask whether gesture serves a similar role in the development of narrative skill. Children were asked to retell a story conveyed in a wordless cartoon at age five and then again at six, seven, and eight.…

Visual Narrative: A Technique to Enhance Secondary Students' Contribution to the Development of Inclusive, Socially Just School Environments--Lessons from a Box of Crayons

ERIC Educational Resources Information Center

Carrington, Suzanne; Allen, Kate; Osmolowski, Daniel

2007-01-01

This paper reports on a project that involved Australian secondary school students working as participatory researchers in collaboration with a researcher and two teachers. Research methodology using visual narrative techniques provided the students with a conceptual lens to view their school community. The examples of visual narrative shared in…

The Role of Inference Making and Other Language Skills in the Development of Narrative Listening Comprehension in 4-6-Year-Old Children

ERIC Educational Resources Information Center

Lepola, Janne; Lynch, Julie; Laakkonen, Eero; Silven, Maarit; Niemi, Pekka

2012-01-01

In this two-year longitudinal study, we sought to examine the developmental relationships among early narrative listening comprehension and language skills (i.e., vocabulary knowledge, sentence memory, and phonological awareness) and the roles of these factors in predicting narrative listening comprehension at the age of 6 years. We also sought to…

Asilomar moments: formative framings in recombinant DNA and solar climate engineering research.

PubMed

Schäfer, Stefan; Low, Sean

2014-12-28

We examine the claim that in governance for solar climate engineering research, and especially field tests, there is no need for external governance beyond existing mechanisms such as peer review and environmental impact assessments that aim to assess technically defined risks to the physical environment. By drawing on the historical debate on recombinant DNA research, we show that defining risks is not a technical question but a complex process of narrative formation. Governance emerges from within, and as a response to, narratives of what is at stake in a debate. In applying this finding to the case of climate engineering, we find that the emerging narrative differs starkly from the narrative that gave meaning to rDNA technology during its formative period, with important implications for governance. While the narrative of rDNA technology was closed down to narrowly focus on technical risks, that of climate engineering continues to open up and includes social, political and ethical issues. This suggests that, in order to be legitimate, governance must take into account this broad perception of what constitutes the relevant issues and risks of climate engineering, requiring governance that goes beyond existing mechanisms that focus on technical risks. Even small-scale field tests with negligible impacts on the physical environment warrant additional governance as they raise broader concerns that go beyond the immediate impacts of individual experiments. © 2014 The Author(s) Published by the Royal Society. All rights reserved.

Narrative abilities, memory and attention in children with a specific language impairment.

PubMed

Duinmeijer, Iris; de Jong, Jan; Scheper, Annette

2012-01-01

While narrative tasks have proven to be valid measures for detecting language disorders, measuring communicative skills and predicting future academic performance, research into the comparability of different narrative tasks has shown that outcomes are dependent on the type of task used. Although many of the studies detecting task differences touch upon the fact that tasks place differential demands on cognitive abilities like auditory attention and memory, few studies have related specific narrative tasks to these cognitive abilities. Examining this relation is especially warranted for children with specific language impairment (SLI), who are characterized by language problems, but often have problems in other cognitive domains as well. In the current research, a comparison was made between a story retelling task (The Bus Story) and a story generation task (The Frog Story) in a group of children with SLI (n= 34) and a typically developing group (n= 38) from the same age range. In addition to the two narrative tasks, sustained auditory attention (TEA-Ch) and verbal working memory (WISC digit span and the Dutch version of the CVLT-C word list recall) were measured. Correlations were computed between the narrative, the memory and the attention scores. A group comparison showed that the children with SLI scored significantly worse than the typically developing children on several narrative measures as well as on sustained auditory attention and verbal working memory. A within-subjects comparison of the scores on the two narrative tasks showed a contrast between the tasks on several narrative measures. Furthermore, correlational analyses showed that, on the level of plot structure, the story generation task correlated with sustained auditory attention, while the story retelling task correlated with word list recall. Mean length of utterance (MLU) on the other hand correlated with digit span but not with sustained auditory attention. While children with SLI have problems with narratives in general, their performance is also dependent on the specific elicitation task used for research or diagnostics. Various narrative tasks generate different scores and are differentially correlated to cognitive skills like attention and memory, making the selection of a given task crucial in the clinical setting. © 2012 Royal College of Speech and Language Therapists.

Revenge versus forgiveness/forbearance in response to narrative-simulated victimization.

PubMed

Milgram, Noach; Stern, Miri; Levin, Shelly

2006-03-01

The authors engaged men and women (N = 120) who read one of two versions of a dramatic narrative in which the narrator became HIV-positive following heterosexual intercourse with an AIDS-infected partner. Assuming the role of the narrator, the participants completed two situation-instigated criterion measures as a response to becoming HIV-infected, indicated whom they blamed for their predicament, and completed two "trait" predictor measures-negative affect and response to perceived victimization in everyday life. Trait victimization response and blaming the sexual partner were strongly associated with high rather than low negative affect. Reasons for the reluctance to blame the sexual partner and seek revenge were discussed, and recommendations were made to develop less problematic simulated victimization narratives.

Narrative performance of gifted African American school-aged children from low-income backgrounds.

PubMed

Mills, Monique T

2015-02-01

This study investigated classroom differences in the narrative performance of school-age African American English (AAE)-speaking children in gifted and general education classrooms. Forty-three children, Grades 2-5, each generated fictional narratives in response to the book Frog, Where Are You? (Mayer, 1969). Differences in performance on traditional narrative measures (total number of communication units [C-units], number of different words, and mean length of utterance in words) and on AAE production (dialect density measure) between children in gifted and general education classrooms were examined. There were no classroom-based differences in total number of C-units, number of different words, and mean length of utterance in words. Children in gifted education classrooms produced narratives with lower dialect density than did children in general educated classrooms. Direct logistic regression assessed whether narrative dialect density measure scores offered additional information about giftedness beyond scores on the Peabody Picture Vocabulary Test-Fourth Edition (Dunn & Dunn, 2007), a standard measure of language ability. Results indicated that a model with only Peabody Picture Vocabulary Test-Fourth Edition scores best discriminated children in the 2 classrooms. African American children across gifted and general education classrooms produce fictional narratives of similar length, lexical diversity, and syntax complexity. However, African American children in gifted education classrooms may produce lower rates of AAE and perform better on standard measures of vocabulary than those in general education classrooms.

Processing and memory of information presented in narrative or expository texts.

PubMed

Wolfe, Michael B W; Woodwyk, Joshua M

2010-09-01

Previous research suggests that narrative and expository texts differ in the extent to which they prompt students to integrate to-be-learned content with relevant prior knowledge during comprehension. We expand on previous research by examining on-line processing and representation in memory of to-be-learned content that is embedded in narrative or expository texts. We are particularly interested in how differences in the use of relevant prior knowledge leads to differences in terms of levels of discourse representation (textbase vs. situation model). A total of 61 university undergraduates in Expt 1, and 160 in Expt 2. In Expt 1, subjects thought out loud while comprehending circulatory system content embedded in a narrative or expository text, followed by free recall of text content. In Expt 2, subjects read silently and completed a sentence recognition task to assess memory. In Expt 1, subjects made more associations to prior knowledge while reading the expository text, and recalled more content. Content recall was also correlated with amount of relevant prior knowledge for subjects who read the expository text but not the narrative text. In Expt 2, subjects reading the expository text (compared to the narrative text) had a weaker textbase representation of the to-be-learned content, but a marginally stronger situation model. Results suggest that in terms of to-be-learned content, expository texts trigger students to utilize relevant prior knowledge more than narrative texts.

Deficits in narrative abilities in child British Sign Language users with specific language impairment.

PubMed

Herman, Ros; Rowley, Katherine; Mason, Kathryn; Morgan, Gary

2014-01-01

This study details the first ever investigation of narrative skills in a group of 17 deaf signing children who have been diagnosed with disorders in their British Sign Language development compared with a control group of 17 deaf child signers matched for age, gender, education, quantity, and quality of language exposure and non-verbal intelligence. Children were asked to generate a narrative based on events in a language free video. Narratives were analysed for global structure, information content and local level grammatical devices, especially verb morphology. The language-impaired group produced shorter, less structured and grammatically simpler narratives than controls, with verb morphology particularly impaired. Despite major differences in how sign and spoken languages are articulated, narrative is shown to be a reliable marker of language impairment across the modality boundaries. © 2014 Royal College of Speech and Language Therapists.

Coming out narratives of older gay men living in New Zealand.

PubMed

Neville, Stephen; Kushner, Bernie; Adams, Jeffery

2015-10-01

Explore the coming out narratives in a group of older gay men. A narrative gerontological approach was employed to explore the coming out narratives of older gay men. Semi-structured digitally recorded individual interviews were undertaken with 12 gay men aged between 65 and 81 years who lived in the community. Data were analysed using a narrative data analytic process. Three collective narratives related to the coming out of older gay men were identified: 'early gay experiences', 'trying not to be gay' and 'acceptance'. Older gay men come from diverse socio-cultural backgrounds. However, they all grew up in an era where same-sex attraction was a criminal offence. The path to accepting being a gay man was individualised and stressful for these participants. Consequently health and social service providers need to support the ongoing development of resilience and provide a person-centred approach to care that promotes wellbeing. © 2015 AJA Inc.

Self-Assessment of Graduate Programs in the Biomedical Sciences: Narrative Guide and Companion Survey Instruments. Report of the Task Force on Benchmarks of Success in Graduate Programs: AAMC GREAT Group.

ERIC Educational Resources Information Center

Association of American Medical Colleges, Washington, DC.

The purpose of this guide, developed by the Association of American Medical Colleges group on Graduate Research, Education, and Training (GREAT), is to outline a model process by which graduate programs can measure program success and that can be adapted to particular circumstances and priorities. The first sections of the guide examine the…

Persuasive Dialogue Based on a Narrative Theory: An ECA Implementation

NASA Astrophysics Data System (ADS)

Cavazza, Marc; Smith, Cameron; Charlton, Daniel; Crook, Nigel; Boye, Johan; Pulman, Stephen; Moilanen, Karo; Pizzi, David; de La Camara, Raul Santos; Turunen, Markku

Embodied Conversational Agents (ECA) are poised to constitute a specific category within persuasive systems, in particular through their ability to support affective dialogue. One possible approach consists in using ECA as virtual coaches or personal assistants and to make persuasion part of a dialogue game implementing specific argumentation or negotiation features. In this paper, we explore an alternative framework, which emerges from the long-term development of ECA as "Companions" supporting free conversation with the user, rather than task-oriented dialogue. Our system aims at influencing user attitudes as part of free conversation, albeit on a limited set of topics. We describe the implementation of a Companion ECA to which the user reports on his working day, and which can assess the user's emotional attitude towards daily events in the office, trying to influence such attitude using affective strategies derived from a narrative model. This discussion is illustrated through examples from a first fully-implemented prototype.

Vocabulary, Syntax, and Narrative Development in Typically Developing Children and Children with Early Unilateral Brain Injury: Early Parental Talk about the "There-and-Then" Matters

ERIC Educational Resources Information Center

Demir, Özlem Ece; Rowe, Meredith L.; Heller, Gabriella; Goldin-Meadow, Susan; Levine, Susan C.

2015-01-01

This study examines the role of a particular kind of linguistic input--talk about the past and future, pretend, and explanations, that is, talk that is decontextualized--in the development of vocabulary, syntax, and narrative skill in typically developing (TD) children and children with pre- or perinatal brain injury (BI). Decontextualized talk…

The Narrative Impact of Active Video Games on Physical Activity Among Children: A Feasibility Study.

PubMed

Lu, Amy Shirong; Baranowski, Tom; Hong, S Lee; Buday, Richard; Thompson, Debbe; Beltran, Alicia; Dadabhoy, Hafza Razak; Chen, Tzu-An

2016-10-14

Active video games (AVGs) capable of inducing physical activity offer an innovative approach to combating childhood obesity. Unfortunately, children's AVG game play decreases quickly, underscoring the need to identify novel methods for player engagement. Narratives have been demonstrated to influence behaviors. The objective of this study was to test the hypothesis that a narrative would motivate increased AVG play, though a feasibility study that investigated the motivational effect of adding a previously developed narrative cutscene to an originally nonnarrative AVG, Nintendo Wii Sports Resort: Swordplay Showdown. A total of 40 overweight and obese 8- to 11-year-olds equally divided by sex played the AVG. Half (n=20) were randomly assigned to a narrative group that watched the narrative cutscene before game play. The other half played the game without watching it. Children in the narrative group had significantly (P<.05) more steps per 10-second period (mean 3.2, SD 0.7) and overall (mean 523, SD 203) during game play compared with the nonnarrative group (10-second period: mean 2.7, SD 0.7; overall: mean 366, SD 172). The AVG with narrative induced increased physical activity. Additional research is needed to understand the mechanisms through which narrative increases physical activity during AVG game play.

Understanding personal narratives: an approach to practice.

PubMed

Gaydos, H Lea

2005-02-01

This paper explores the need for and nature of personal narratives and their relevance to nursing practice. It proposes that the co-creative aesthetic process can be used to understand and co-create personal narratives through an emphasis on self-defining memories and metaphor. Many authors in nursing and other human sciences have recognized the need for and importance of personal narrative, its relationship to aesthetic knowing and its value in qualitative research and in practice. The role of memory and metaphor in the creation of meaning in personal narratives, however, has not been sufficiently explored in nursing literature. The nature of personal narrative is explored, focusing on the way meaning is created from self-defining memories using metaphor. Then, the importance of personal narratives in nursing practice is considered, followed by discussion about how meaning in personal narratives may be co-created between clients and nurses using an aesthetic process developed by the author. The co-creative aesthetic process is an example of nursing as art and can be used to co-create personal narratives in practice. The experience of co-creating a self story with a nurse can be healing, as the self story is heard by a caring person, memories are understood in new ways, and the self story is both confirmed and recreated.

Narrative in interprofessional education and practice: implications for professional identity, provider-patient communication and teamwork.

PubMed

Clark, Phillip G

2014-01-01

Health and social care professionals increasingly use narrative approaches to focus on the patient and to communicate with each other. Both effective interprofessional education (IPE) and practice (IPP) require recognizing the various values and voices of different professions, how they relate to the patient's life story, and how they interact with each other at the level of the healthcare team. This article analyzes and integrates the literature on narrative to explore: self-narrative as an expression of one's professional identity; the co-creation of the patient's narrative by the professional and the patient; and the interprofessional multi-vocal narrative discourse as co-constructed by members of the healthcare team. Using a narrative approach to thinking about professional identity, provider-patient communication, and interprofessional teamwork expands our thinking about both IPE and IPP by providing new insights into the nature of professional practice based on relationships to oneself, the patient, and others on the team. How professionals define themselves, gather and present information from the patient, and communicate as members of a clinical team all have important dimensions that can be revealed by a narrative approach. Implications and conclusions for the further development of the narrative approach in IPE and IPP are offered.

The Narrative Impact of Active Video Games on Physical Activity Among Children: A Feasibility Study

PubMed Central

Baranowski, Tom; Hong, S Lee; Buday, Richard; Thompson, Debbe; Beltran, Alicia; Dadabhoy, Hafza Razak; Chen, Tzu-An

2016-01-01

Background Active video games (AVGs) capable of inducing physical activity offer an innovative approach to combating childhood obesity. Unfortunately, children’s AVG game play decreases quickly, underscoring the need to identify novel methods for player engagement. Narratives have been demonstrated to influence behaviors. Objective The objective of this study was to test the hypothesis that a narrative would motivate increased AVG play, though a feasibility study that investigated the motivational effect of adding a previously developed narrative cutscene to an originally nonnarrative AVG, Nintendo Wii Sports Resort: Swordplay Showdown. Methods A total of 40 overweight and obese 8- to 11-year-olds equally divided by sex played the AVG. Half (n=20) were randomly assigned to a narrative group that watched the narrative cutscene before game play. The other half played the game without watching it. Results Children in the narrative group had significantly (P<.05) more steps per 10-second period (mean 3.2, SD 0.7) and overall (mean 523, SD 203) during game play compared with the nonnarrative group (10-second period: mean 2.7, SD 0.7; overall: mean 366, SD 172). Conclusions The AVG with narrative induced increased physical activity. Additional research is needed to understand the mechanisms through which narrative increases physical activity during AVG game play. PMID:27742605

The Best Lesbian Show Ever!: The Contemporary Evolution of Teen Coming-Out Narratives.

PubMed

Mitchell, Jennifer

2015-01-01

This article examines developing trends within adolescent lesbian coming-out narratives in contemporary literary fiction and television shows. I argue that these texts, including ABC Family's Pretty Little Liars (2010-present), Madeleine George's The Difference Between You and Me (2012), A.S. King's Ask the Passengers (2012), and MTV's Faking It (2014-present), all experiment with the coming-out process in ways that complicate traditional narratives of adolescent queerness. By positioning their respective queer protagonists within broader queer and allied communities, these works articulate new complexities facing the young lesbian and her developing sexuality.

Uncovering Black/African American and Latina/o students' motivation to learn science: Affordances to science identity development

NASA Astrophysics Data System (ADS)

Mahfood, Denise Marcia

The following dissertation reports on a qualitative exploration that serves two main goals: (1) to qualitatively define and highlight science motivation development of Black/African American and Latina/o students as they learn science in middle school, high school, and in college and (2) to reveal through personal narratives how successful entry and persistence in science by this particular group is linked to the development of their science identities. The targeted population for this study is undergraduate students of color in science fields at a college or university. The theoretical frameworks for this study are constructivist theory, motivation theory, critical theory, and identity theories. The methodological approach is narrative which includes students' science learning experiences throughout the course of their academic lives. I use The Science Motivation Questionnaire II to obtain baseline data to quantitatively assess for motivation to learn science. Data from semi-structured interviews from selected participants were collected, coded, and configured into a story, and emergent themes reveal the important role of science learning in both informal and formal settings, but especially in informal settings that contribute to better understandings of science and the development of science identities for these undergraduate students of color. The findings have implications for science teaching in schools and teacher professional development in science learning.

Seeing the same thing differently: mechanisms that contribute to assessor differences in directly-observed performance assessments.

PubMed

Yeates, Peter; O'Neill, Paul; Mann, Karen; Eva, Kevin

2013-08-01

Assessors' scores in performance assessments are known to be highly variable. Attempted improvements through training or rating format have achieved minimal gains. The mechanisms that contribute to variability in assessors' scoring remain unclear. This study investigated these mechanisms. We used a qualitative approach to study assessors' judgements whilst they observed common simulated videoed performances of junior doctors obtaining clinical histories. Assessors commented concurrently and retrospectively on performances, provided scores and follow-up interviews. Data were analysed using principles of grounded theory. We developed three themes that help to explain how variability arises: Differential Salience-assessors paid attention to (or valued) different aspects of the performances to different degrees; Criterion Uncertainty-assessors' criteria were differently constructed, uncertain, and were influenced by recent exemplars; Information Integration-assessors described the valence of their comments in their own unique narrative terms, usually forming global impressions. Our results (whilst not precluding the operation of established biases) describe mechanisms by which assessors' judgements become meaningfully-different or unique. Our results have theoretical relevance to understanding the formative educational messages that performance assessments provide. They give insight relevant to assessor training, assessors' ability to be observationally "objective" and to the educational value of narrative comments (in contrast to numerical ratings).

Cultural Narratives of Academic Leadership at the Dawn of the 21st Century

ERIC Educational Resources Information Center

Langland, Elizabeth

2012-01-01

In this article, the author focuses on what's being written about "leadership" at this moment--from the late 90s through the first decade of the 21st century. These narratives have a short shelf life, an appropriate metaphor because, like goods in a produce market, they spoil relatively quickly. And each appears to offer a definitive assessment of…

Training Mothers in Elaborative Reminiscing Enhances Children's Autobiographical Memory and Narrative

ERIC Educational Resources Information Center

Reese, Elaine; Newcombe, Rhiannon

2007-01-01

This longitudinal intervention assessed children's memory at 2-1/2 years (short-term posttest; N = 115) and their memory and narrative at 3-1/2 years (long-term posttest; N = 100) as a function of maternal training in elaborative reminiscing when children were 1-1/2 to 2-1/2 years. At both posttests, trained mothers were more elaborative in their…

Mind What Mother Says: Narrative Input and Theory of Mind in Typical Children and Those on the Autism Spectrum

ERIC Educational Resources Information Center

Slaughter, Virginia; Peterson, Candida C.; Mackintosh, Emily

2007-01-01

In 2 studies mothers read wordless storybooks to their preschool-aged children; narratives were analyzed for mental state language. Children's theory-of-mind understanding (ToM) was concurrently assessed. In Study 1, children's (N=30; M age 3 years 9 months) ToM task performance was significantly correlated with mothers' explanatory, causal, and…

Racial Identity Development of Transracial Adoptees during College: A Narrative Inquiry

ERIC Educational Resources Information Center

Powell, Anne-Elizabeth C.

2017-01-01

This narrative inquiry study focused on the research question: "How do lived experiences during college contribute to racial identity formation of Black or biracial students who were adopted domestically by White parents?" The purpose of the study was to better understand the racial identity development of transracial adoptees (TRA)…

Listening to Their Lives: Learning through Narrative in an Undergraduate Practicum Course

ERIC Educational Resources Information Center

Cairney, Kristen; Breen, Andrea V.

2017-01-01

Experiential community-based learning is used for academic purposes, as well as to promote students' civic education, moral development, and the development of identity. Recent advancements in narrative identity theory may have important implications for enriching our understanding of how learning occurs in the context of community-based learning.…

Empowering Interviews: Narrative Interviews in the Study of Information Literacy in Everyday Life Settings

ERIC Educational Resources Information Center

Eckerdal, Johanna Rivano

2013-01-01

Introduction: This paper presents a way to design and conduct interviews, within a sociocultural perspective, for studying information literacy practices in everyday life. Methods: A framework was developed combining a socio-cultural perspective with a narrative interview was developed. Interviewees were invited to participate by talking and using…

Becoming a Clinical Psychologist: Midlife Women's Narratives of Professional Identity Development

ERIC Educational Resources Information Center

Normoyle, Tre Marie

2009-01-01

This dissertation is a narrative study of the professional developmental experiences of women who were becoming clinical psychologists in midlife. The role of gender in professional identity development as described in gender socialization, the social construction of gender and developmental theories formed the conceptual basis for the study. I…

Between Continuity and Change: Identities and Narratives within Teacher Professional Development

ERIC Educational Resources Information Center

Curwood, Jen Scott

2014-01-01

This year-long ethnographic case study examined high school teachers' participation in technology-focused professional development. By pairing a dialogical perspective on teacher identity with a micro-level analysis of narratives, findings indicate that teachers use language and other semiotic resources to express their own identity as well as to…

T. S. Eliot on a CD-ROM: A Narrative of the Production of a CD.

ERIC Educational Resources Information Center

Boaz, John K.; Boaz, Mildred M.

1996-01-01

Narrates the development of a CD-ROM product for use in an interart study of music, art, and literature, specifically T. S. Eliot's "The Waste Land." Traces the process of idea formulation, project conceptualization, and project development. Also discusses details of the technological process and marketing. (DSK)

Implementing a Narrative Medicine Curriculum During the Internship Year: An Internal Medicine Residency Program Experience

PubMed Central

Wesley, Tiffany; Hamer, Diana; Karam, George

2018-01-01

Introduction Narrative medicine develops professional and communication skills that align with Accreditation Council for Graduate Medical Education competencies. However, little is known about a narrative medicine curriculum’s impact on physicians in training during residency. Implementing a narrative medicine curriculum during residency can be challenging because of time constraints and limited opportunity for nonclinical education. Methods Six sessions were implemented throughout one academic year to expose first-year internal medicine residents (interns) to narrative medicine. Attendance and participation were documented. At the end of the year, interns completed an open-ended survey to gauge their perception of their experience with the sessions. Results In total, 17 interns attended at least 1 narrative medicine session, and each session averaged 5.4 attendees. Thirteen eligible interns completed the survey. Thematic analysis identified 3 predominant themes: Mindfulness, physician well-being, and professionalism. Discussion Overall, the narrative medicine sessions were well attended and the curriculum was well received. This intervention demonstrates the value of a narrative medicine curriculum during medical resident training. Large prospective studies are necessary to identify the long-term benefits of such a curriculum. PMID:29702059

Transportation life cycle assessment (LCA) synthesis : life cycle assessment learning module series.

DOT National Transportation Integrated Search

2015-03-12

The Life Cycle Assessment Learning Module Series is a set of narrated, self-advancing slideshows on : various topics related to environmental life cycle assessment (LCA). This research project produced the first 27 of such modules, which : are freely...

Improving Narrative Writing Skills, Composition Skills, and Related Attitudes among Second Grade Students by Integrating Word Processing, Graphic Organizers, and Art into a Process Approach to Writing.

ERIC Educational Resources Information Center

Gallick-Jackson, Sheryl A.

A practicum program was developed and implemented to improve narrative writing skills, composition skills, and related attitudes among the targeted second grade students. Objectives for the program were for: 75% of the students to increase their narrative writing skills by at least one proficiency level; 75% of the students to increase their…

Immigrant women's experiences of maternity-care services in Canada: a protocol for systematic review using a narrative synthesis.

PubMed

Higginbottom, Gina M A; Morgan, Myfanwy; Dassanayake, Jayantha; Eyford, Helgi; Alexandre, Mirande; Chiu, Yvonne; Forgeron, Joan; Kocay, Deb

2012-05-31

Canada's diverse society and statutory commitment to multiculturalism means that the synthesis of knowledge related to the health care experiences of immigrants is essential to realize the health potential for future Canadians. Although concerns about the maternity experiences of immigrants in Canada are relatively new, recent national guidelines explicitly call for tailoring of services to user needs. We are therefore assessing the experiences of immigrant women in Canada accessing maternity-care services. We are focusing on: 1) accessibility and acceptability (as an important dimension of access) to maternity-care services as perceived and experienced by immigrant women, and 2) the birth and postnatal outcomes of these women. The aim of this study is to use a narrative synthesis, incorporating both a systematic review using narrative synthesis of reports of empirical research (qualitative, quantitative, and mixed-method designs), and a literature review of non-empirically based reports, both of which include 'grey' literature. The study aims to provide stakeholders with perspectives on maternity-care services as experienced by immigrant women. To achieve this, we are using integrated knowledge translation, partnering with key stakeholders to ensure topic relevancy and to tailor recommendations for effective translation into future policy and practice/programming. Two search phases and a three-stage selection process are being conducted (database search retrieved 1487 hits excluding duplicates) to provide evidence to contribute jointly to both the narrative synthesis and the non-empirical literature review. The narrative synthesis will be informed by the previous framework published in 2006 by Popay et al., using identified tools for each of its four elements. The non-empirical literature review will build upon the narrative-synthesis findings and/or identify omissions or gaps in the empirical research literature. The integrated knowledge translation plan will ensure that key messages are delivered in an audience-specific manner to optimize their effect on policy and practice change throughout the health service, and the public health, immigration and community sectors. Narrative-synthesis methods of systematic review facilitate understanding and acknowledgement of the broader influences of theoretical and contextual variables, such as race, gender, socioeconomic status, and geographical location. They also enable understanding of the shaping of differences between reported outcomes and study designs related to childbearing populations, and the development and implementation of maternity services and health interventions across diverse settings. Number 2185.

Power and promise of narrative for advancing physical therapist education and practice.

PubMed

Greenfield, Bruce H; Jensen, Gail M; Delany, Clare M; Mostrom, Elizabeth; Knab, Mary; Jampel, Ann

2015-06-01

This perspective article provides a justification for and an overview of the use of narrative as a pedagogical tool for educators to help physical therapist students, residents, and clinicians develop skills of reflection and reflexivity in clinical practice. The use of narratives is a pedagogical approach that provides a reflective and interpretive framework for analyzing and making sense of texts, stories, and other experiences within learning environments. This article describes reflection as a well-established method to support critical analysis of clinical experiences; to assist in uncovering different perspectives of patients, families, and health care professionals involved in patient care; and to broaden the epistemological basis (ie, sources of knowledge) for clinical practice. The article begins by examining how phronetic (ie, practical and contextual) knowledge and ethical knowledge are used in physical therapy to contribute to evidence-based practice. Narrative is explored as a source of phronetic and ethical knowledge that is complementary but irreducible to traditional objective and empirical knowledge-the type of clinical knowledge that forms the basis of scientific training. The central premise is that writing narratives is a cognitive skill that should be learned and practiced to develop critical reflection for expert practice. The article weaves theory with practical application and strategies to foster narrative in education and practice. The final section of the article describes the authors' experiences with examples of integrating the tools of narrative into an educational program, into physical therapist residency programs, and into a clinical practice. © 2015 American Physical Therapy Association.

Strategies for Supporting Physician-Scientists in Faculty Roles: A Narrative Review With Key Informant Consultations.

PubMed

Lingard, Lorelei; Zhang, Peter; Strong, Michael; Steele, Margaret; Yoo, John; Lewis, James

2017-10-01

Physician-scientists are a population in decline globally. Solutions to reverse this decline often have focused on the training pipeline. Less attention has been paid to reducing attrition post training, when physician-scientists take up faculty roles. However, this period is a known time of vulnerability because of the pressures of clinical duties and the long timeline to securing independent research funding. This narrative review explored existing knowledge regarding how best to support physician-scientists for success in their faculty roles. The authors searched the Medline, Embase, ERIC, and Cochrane Library databases for articles published from 2000 to 2016 on this topic and interviewed key informants in 2015 to solicit their input on the review results. The authors reviewed 78 articles and interviewed 16 key informants. From the literature, they developed a framework of organizational (facilitate mentorship, foster community, value the physician-scientist role, minimize financial barriers) and individual (develop professional and research skills) strategies for supporting physician-scientists. They also outlined key knowledge gaps representing topics either rarely or never addressed in the reviewed articles (percent research time, structural hypocrisy, objective assessment, group metrics, professional identity). The key informants confirmed the identified strategies and discussed how the gaps were particularly important and impactful. This framework offers a basis for assessing an organization's existing support strategies, identifying outstanding needs, and developing targeted programming. The identified gaps require attention, as they threaten to undermine the benefits of existing support strategies.

A faculty development workshop in narrative-based reflective writing.

PubMed

Boudreau, J Donald; Liben, Stephen; Fuks, Abraham

2012-08-01

Narrative approaches are used increasingly in the health professions with a range of objectives. We must acquaint educators with this burgeoning field and prepare them for the incorporation of story-telling in their pedagogical practices. The authors describe a template for a faculty development workshop designed to foster self-reflection through the use of narrative techniques and prepare clinical teachers to deploy such approaches. The design is based on a six-year experience in delivering introductory workshops in narrative approaches to medical teachers. The workshops, which served as a model for the template, have been offered to a total of 92 clinicians being trained to mentor medical students. A generic template is described. It includes a table of core concepts from narrative theory, a set of probing questions useful in a basic technical analysis of texts and a list of initiating prompts for exercises in reflective writing. A workshop organized and deployed using this template is deliverable over a half-day. The model has proven to be feasible and highly valued by participants. It can be adapted for other contexts by educators across the continuum of health professional education.

76 FR 68831 - Funds Availability (NOFA) Inviting Applications for the Community Development Financial...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-11-07

... provide additional narrative explaining their lack of access to loans, equity investments, or Financial... Narrative 10 Target Market Needs 10 Responsiveness to Target Market Needs 40 Delivery Capacity 40 TOTAL...

Patients' Experiences With Vehicle Collision to Inform the Development of Clinical Practice Guidelines: A Narrative Inquiry.

PubMed

Lindsay, Gail M; Mior, Silvano A; Côté, Pierre; Carroll, Linda J; Shearer, Heather M

2016-01-01

The purpose of this narrative inquiry was to explore the experiences of persons who were injured in traffic collisions and seek their recommendations for the development of clinical practice guideline (CPG) for the management of minor traffic injuries. Patients receiving care for traffic injuries were recruited from 4 clinics in Ontario, Canada resulting in 11 adult participants (5 men, 6 women). Eight were injured while driving cars, 1 was injured on a motorcycle, 2 were pedestrians, and none caused the collision. Using narrative inquiry methodology, initial interviews were audiotaped, and follow-up interviews were held within 2 weeks to extend the story of experience created from the first interview. Narrative plotlines across the 11 stories were identified, and a composite story inclusive of all recommendations was developed by the authors. The research findings and composite narrative were used to inform the CPG Expert Panel in the development of new CPGs. Four recommended directions were identified from the narrative inquiry process and applied. First, terminology that caused stigma was a concern. This resulted in modified language ("injured persons") being adopted by the Expert Panel, and a new nomenclature categorizing layers of injury was identified. Second, participants valued being engaged as partners with health care practitioners. This resulted in inclusion of shared decision-making as a foundational recommendation connecting CPGs and care planning. Third, emotional distress was recognized as a factor in recovery. Therefore, the importance of early detection and the ongoing evaluation of risk factors for delayed recovery were included in all CPGs. Fourth, participants shared that they were unfamiliar with the health care system and insurance industry before their accident. Thus, repeatedly orienting injured persons to the system was advised. A narrative inquiry of 11 patients' experiences with traffic collision and their recommendations for clinical guidelines informed the Ontario Protocol for Traffic Injury Management Collaboration in the development of new Minor Injury Guidelines. The values and findings of the qualitative inquiry were interwoven into each clinical pathway and embedded within the final guideline report submitted to government. Copyright © 2016 National University of Health Sciences. Published by Elsevier Inc. All rights reserved.

‘I quit’ versus ‘I'm sorry I used’: A preliminary investigation of variations in narrative ending and transportation

PubMed Central

Banerjee, Smita C.; Greene, Kathryn

2016-01-01

A narrative experience can partly depend on how a narrative ends or concludes. This study examined prevention effects of personal drug use narratives varying by type of ending and gender of protagonist. Additionally, the role of transportation in the persuasion process, particularly the association between transportation and cocaine use intentions, both directly and indirectly, through the mediation of antidrug and pro-drug expectancies was assessed. A total of 500 undergraduate students at a large northern university in the UK participated in the experiment which was a 2 × 2 × 2 mixed design with ending (progressive vs. regressive) and gender of protagonist (male vs. female) as within-participants factors and participant gender (male vs. female) as between-participants factors. The results demonstrated significant main effects for ending, gender of protagonist in the narrative and participant gender, but no interaction effects. Finally, greater transportation was associated with stronger anti-cocaine expectancies, which were further associated with lower cocaine use intentions. Important theoretical and empirical implications are discussed. PMID:22519724

Beyond Narratives: "Free Drawings" as Visual Data in Addiction Research.

PubMed

Klingemann, Justyna; Klingemann, Harald

2016-05-11

The study presented here explores the usefulness of visual data when assessing addiction careers from various methodological perspectives. The database consists of 14 "free life-course drawings" produced by seven Swiss and seven Polish male alcohol ex-users, and their life history narratives collected in the context of earlier studies on self-change. The analysis follows the principles of the Barthian visual semiotics approach including the author and the viewer perspective. This is followed by the investigation of the interplay between drawings and narratives in Polish and German. Compared to the detailed narratives following few sub-storylines at the same time, the drawings provide a more coherent and differentiated overall picture especially of the emotional state over the life course: the relative subjective importance of highs and lows; and clearer visualisation of mixed positive and negative feelings; as well as identity concepts, such as the interplay between Mead's I & me.

Classifying clinical notes with pain assessment using machine learning.

PubMed

Fodeh, Samah Jamal; Finch, Dezon; Bouayad, Lina; Luther, Stephen L; Ling, Han; Kerns, Robert D; Brandt, Cynthia

2017-12-26

Pain is a significant public health problem, affecting millions of people in the USA. Evidence has highlighted that patients with chronic pain often suffer from deficits in pain care quality (PCQ) including pain assessment, treatment, and reassessment. Currently, there is no intelligent and reliable approach to identify PCQ indicators inelectronic health records (EHR). Hereby, we used unstructured text narratives in the EHR to derive pain assessment in clinical notes for patients with chronic pain. Our dataset includes patients with documented pain intensity rating ratings > = 4 and initial musculoskeletal diagnoses (MSD) captured by (ICD-9-CM codes) in fiscal year 2011 and a minimal 1 year of follow-up (follow-up period is 3-yr maximum); with complete data on key demographic variables. A total of 92 patients with 1058 notes was used. First, we manually annotated qualifiers and descriptors of pain assessment using the annotation schema that we previously developed. Second, we developed a reliable classifier for indicators of pain assessment in clinical note. Based on our annotation schema, we found variations in documenting the subclasses of pain assessment. In positive notes, providers mostly documented assessment of pain site (67%) and intensity of pain (57%), followed by persistence (32%). In only 27% of positive notes, did providers document a presumed etiology for the pain complaint or diagnosis. Documentation of patients' reports of factors that aggravate pain was only present in 11% of positive notes. Random forest classifier achieved the best performance labeling clinical notes with pain assessment information, compared to other classifiers; 94, 95, 94, and 94% was observed in terms of accuracy, PPV, F1-score, and AUC, respectively. Despite the wide spectrum of research that utilizes machine learning in many clinical applications, none explored using these methods for pain assessment research. In addition, previous studies using large datasets to detect and analyze characteristics of patients with various types of pain have relied exclusively on billing and coded data as the main source of information. This study, in contrast, harnessed unstructured narrative text data from the EHR to detect pain assessment clinical notes. We developed a Random forest classifier to identify clinical notes with pain assessment information. Compared to other classifiers, ours achieved the best results in most of the reported metrics. Graphical abstract Framework for detecting pain assessment in clinical notes.

Brainstorming transformative solutions - Sustainable Puerto ...

EPA Pesticide Factsheets

This narrative scenario depicts one of many possible futures for the island of Puerto Rico in which the goals of energy and food supply resilience have been met. Set in the year 2080, the narrative describes a series of hypothetical (but possible) events, a set of proactive governance actions and policies, and citizen responses to those events and interventions. The narrative is based on expert-opinion and extrapolation of trends in energy markets, technology, and policy development, as well as recent events in Puerto Rico. This narrative was developed as part of a futures exercise, and the outputs of a recent stakeholder and expert workshop, to inform modeling efforts underway by a coalition of researchers and local stakeholders -- an NSF-funded project entitled, Urban Resilience to Extreme Events. This narrative, which describes one of many potential energy futures for the island of Puerto Rico, uses expert opinion and extrapolation of recent trends in energy markets, technology, and policy development to describe a scenario in which Puerto Rico has achieved recently stated goals for energy and food systems resilience and sustainability. It will be used along with the outputs of a recent stakeholder workshop to inform model building. The document will be posted in the Urban Resilience to Extreme Events Research Network's blog.

Student use of narrative and paradigmatic forms of talk in elementary science conversations

NASA Astrophysics Data System (ADS)

Kurth, Lori A.; Kidd, Raymond; Gardner, Roberta; Smith, Edward L.

2002-11-01

The purpose of this work was to examine and characterize student use of narrative and paradigmatic expression in elementary science discourse. This interpretive study occurred over a 2-year period in a professional development school with a largely international population. This analysis focused on the narrative and paradigmatic modes of expression used by combined first-second- and second-grade students in a semistructured, fairly autonomous, whole-class conversational format. Students demonstrated competence with both modes of talk at the beginning of the year. Over time, students moved toward more paradigmatic talk, but narrative examples continued to be key components of the science conversations. Topically, students used narrative more often for life sciences and paradigmatic talk for physical sciences. For gender there were no qualitative differences in narrative or paradigmatic expression. However, boys obtained more opportunities to practice their use of both discourse forms by either receiving more speaking turns or expressing more language features per turn. These conversations show that narrative and paradigmatic modes in science need not be in opposition but can, in fact, be used together in complementary ways that are mutually enhancing.

Narratives and gatekeeping: making sense of triage nurses' practice.

PubMed

Johannessen, Lars E F

2018-04-17

It is well documented that emergency service staff consider some patients to be 'inappropriate attenders'. A central example is 'trivia', denoting patients with medical problems considered too 'trivial' to warrant attention. Although research has repeatedly shown that frontline staff violate guidelines in turning away 'trivial' patients, existing research has paid insufficient attention to why staff are willing to engage in guideline-violating gatekeeping, which may put both themselves and 'trivial' patients at risk. To address this issue, the present article explores nurses' narratives about 'trivial' patients - referred to in this context as 'GP patients' - drawing on fieldwork data from a Norwegian emergency service. The article reconstructs three narrative clusters, showing that nurses' gatekeeping is motivated by concerns for the patient being turned away, for nurses and more critically ill patients, and for the service they work for. Some of the issues embedded in these narratives have been under-analysed in previous research - most importantly, the role of identity and emotion in nurses' gatekeeping, and how patient narratives can function as 'social prognoses' in nurses' assessments. Analysis of these narratives also reveals an antagonistic relationship between nurses and 'trivial' patients that contradicts nurses' ethical guidelines and indicates a need for healthcare reform. © 2018 Foundation for the Sociology of Health & Illness.

Call it a monster for lack of anything else: narrative insight in psychosis.

PubMed

Roe, David; Hasson-Ohayon, Ilanit; Kravetz, Shlomo; Yanos, Phil T; Lysaker, Paul H

2008-12-01

Individuals diagnosed with schizophrenia often appear to be unaware of having an illness or actively reject their diagnostic label. It is unclear, however, how this lack of awareness relates to important outcomes. Broadening the definition of awareness to include "narrative insight" may clarify this issue. The objective of this study was to identify profiles of narrative insight and test how these relate to standardized measure of insight. Sixty-five individuals with schizophrenia spectrum disorders participated in an assessment that included the Scale of Unawareness of Mental Disorder (SUMD) and an in-depth semi-structured interview. Qualitative analysis revealed 5 central themes related to insight on the basis of which each interview was then rated. Cluster analysis of these ratings resulted in 4 profiles of narrative insight: (1) accepts illness/rejects label, (2) rejects illness/searches for a name (3) passive insight of illness and label, and (4) integrative insight. The SUMD differentiated between individuals assigned to profile 2 who showed low insight to their illness and those assigned to the other profiles of narrative insight, but could not differentiate between them. Results support the claim that illness narratives are multifaceted and that traditional measures of insight may not be sensitive to different ways in which people understand their illness.

Development and Use of English Evaluative Expressions in Narratives of Chinese-English Bilinguals

ERIC Educational Resources Information Center

Chen, Liang; Yan, Ruixia

2011-01-01

This study compares the development and use of evaluative expressions in the English narratives elicited from 80 Chinese-English bilinguals and 80 American monolingual peers at four ages--five, eight, ten, and young adults--using the wordless picture book "Frog, where are you?" (Mayer, 1969). Results revealed both similarities and differences…

Development and Validity of the Rating Scales of Academic Skills for Reading Comprehension

ERIC Educational Resources Information Center

Shapiro, Edward S.; Gebhardt, Sarah; Flatley, Katie; Guard, Kirra B.; Fu, Qiong; Leichman, Erin S.; Calhoon, Mary Beth; Hojnoski, Robin

2017-01-01

The development and psychometric qualities of a measure using teacher judgment to rate performance in reading comprehension for narrative text is described--the Rating Scales for Academic Skills-Reading Comprehension Narrative (RSAS-RCN). Sixty-five teachers from the third, fourth, and fifth grades of 8 elementary schools completed the measure on…

Turning Ideologies inside Out: Developing Young Readers' Empathy for Critical Voices in Narrative Fiction

ERIC Educational Resources Information Center

Pereira, Íris Susana Pires; Campos, Ângela

2014-01-01

This article is located at the crossroads between two distinctive human traits, empathy and rational thought, with narrative emerging as a particularly powerful means to enable young readers to bring them together. Specifically, we discuss the role that critical literary exegesis plays in the development of empathic consciousness in literary…

A Narrative Inquiry Using Film to Teach Critical Thinking for Associate Degree Nursing Students in the Midwestern United States

ERIC Educational Resources Information Center

Mackenzie, Blair Nicole

2017-01-01

This narrative inquiry examined how students developed critical thinking skills for nursing from viewing and discussing a commercially produced film. Community of Inquiry was the theoretical model and demonstrated the development of critical thinking when the teaching presence pulled the social presence (students) into the cognitive presence with…

Speech Disruptions in the Narratives of English-Speaking Children with Specific Language Impairment

ERIC Educational Resources Information Center

Guo, Ling-yu; Tomblin, J. Bruce; Samelson, Vicki

2008-01-01

Purpose: This study examined the types, frequencies, and distribution of speech disruptions in the spoken narratives of children with specific language impairment (SLI) and their age-matched (CA) and language-matched (LA) peers. Method: Twenty 4th-grade children with SLI, 20 typically developing CA children, and 20 younger typically developing LA…

Replication in Second Language Research: Narrative and Systematic Reviews and Recommendations for the Field

ERIC Educational Resources Information Center

Marsden, Emma; Morgan-Short, Kara; Thompson, Sophie; Abugaber, David

2018-01-01

Despite its critical role for the development of the field, little is known about replication in second language (L2) research. To better understand replication practice, we first provide a narrative review of challenges related to replication, drawing on recent developments in psychology. This discussion frames and motivates a systematic review,…

Accuracy and generalizability of using automated methods for identifying adverse events from electronic health record data: a validation study protocol.

PubMed

Rochefort, Christian M; Buckeridge, David L; Tanguay, Andréanne; Biron, Alain; D'Aragon, Frédérick; Wang, Shengrui; Gallix, Benoit; Valiquette, Louis; Audet, Li-Anne; Lee, Todd C; Jayaraman, Dev; Petrucci, Bruno; Lefebvre, Patricia

2017-02-16

Adverse events (AEs) in acute care hospitals are frequent and associated with significant morbidity, mortality, and costs. Measuring AEs is necessary for quality improvement and benchmarking purposes, but current detection methods lack in accuracy, efficiency, and generalizability. The growing availability of electronic health records (EHR) and the development of natural language processing techniques for encoding narrative data offer an opportunity to develop potentially better methods. The purpose of this study is to determine the accuracy and generalizability of using automated methods for detecting three high-incidence and high-impact AEs from EHR data: a) hospital-acquired pneumonia, b) ventilator-associated event and, c) central line-associated bloodstream infection. This validation study will be conducted among medical, surgical and ICU patients admitted between 2013 and 2016 to the Centre hospitalier universitaire de Sherbrooke (CHUS) and the McGill University Health Centre (MUHC), which has both French and English sites. A random 60% sample of CHUS patients will be used for model development purposes (cohort 1, development set). Using a random sample of these patients, a reference standard assessment of their medical chart will be performed. Multivariate logistic regression and the area under the curve (AUC) will be employed to iteratively develop and optimize three automated AE detection models (i.e., one per AE of interest) using EHR data from the CHUS. These models will then be validated on a random sample of the remaining 40% of CHUS patients (cohort 1, internal validation set) using chart review to assess accuracy. The most accurate models developed and validated at the CHUS will then be applied to EHR data from a random sample of patients admitted to the MUHC French site (cohort 2) and English site (cohort 3)-a critical requirement given the use of narrative data -, and accuracy will be assessed using chart review. Generalizability will be determined by comparing AUCs from cohorts 2 and 3 to those from cohort 1. This study will likely produce more accurate and efficient measures of AEs. These measures could be used to assess the incidence rates of AEs, evaluate the success of preventive interventions, or benchmark performance across hospitals.

Determining Whether Including Student-Generated Drawing before Narrative Writing Increases the Clarity and Description Used by Third-Grade Students

ERIC Educational Resources Information Center

Anderson, Susan M.

2010-01-01

The purpose of this quantitative study was to determine whether asking third grade students in one school district in the Metro Detroit area to draw a picture of a narrative story idea before writing about it would improve the points earned on the Michigan standardized writing assessment (MEAP test). One half, or four out of eight, of the…

Classroom-Based Phonological Sensitivity Intervention (PSI) Using a Narrative Platform: An Experimental Study of First Graders at Risk for a Reading Disability

ERIC Educational Resources Information Center

Ritter, Michaela J.; Saxon, Terrill F.

2011-01-01

The purpose of this study was to assess the effectiveness of classroom-based phonological sensitivity intervention (PSI) using a narrative platform for children in first grade who are at risk for a reading disability. Participants consisted of 59 first graders identified as at risk for later reading impairments. At-risk designation was dictated by…

Utilization of Standardized Mental Health Assessments in Anthropological Research: Possibilities and Pitfalls.

PubMed

Mendenhall, Emily; Yarris, Kristin; Kohrt, Brandon A

2016-12-01

In the past decade anthropologists working the boundary of culture, medicine, and psychiatry have drawn from ethnographic and epidemiological methods to interdigitate data and provide more depth in understanding critical health problems. But rarely do these studies incorporate psychiatric inventories with ethnographic analysis. This article shows how triangulation of research methods strengthens scholars' ability (1) to draw conclusions from smaller data sets and facilitate comparisons of what suffering means across contexts; (2) to unpack the complexities of ethnographic and narrative data by way of interdigitating narratives with standardized evaluations of psychological distress; and (3) to enhance the translatability of narrative data to interventionists and to make anthropological research more accessible to policymakers. The crux of this argument is based on two discrete case studies, one community sample of Nicaraguan grandmothers in urban Nicaragua, and another clinic-based study of Mexican immigrant women in urban United States, which represent different populations, methodologies, and instruments. Yet, both authors critically examine narrative data and then use the Center for Epidemiologic Studies Depression Scale to further unpack meaning of psychological suffering by analyzing symptomatology. Such integrative methodologies illustrate how incorporating results from standardized mental health assessments can corroborate meaning-making in anthropology while advancing anthropological contributions to mental health treatment and policy.

Utilization of Standardized Mental Health Assessments in Anthropological Research: Possibilities and Pitfalls

PubMed Central

Mendenhall, Emily; Yarris, Kristin; Kohrt, Brandon A.

2017-01-01

In the past decade anthropologists working the boundary of culture, medicine, and psychiatry have drawn from ethnographic and epidemiological methods to interdigitate data and provide more depth in understanding critical health problems. But rarely do these studies incorporate psychiatric inventories with ethnographic analysis. This article shows how triangulation of research methods strengthens scholars’ ability (1) to draw conclusions from smaller data sets and facilitate comparisons of what suffering means across contexts; (2) to unpack the complexities of ethnographic and narrative data by way of interdigitating narratives with standardized evaluations of psychological distress; and (3) to enhance the translatability of narrative data to interventionists and to make anthropological research more accessible to policymakers. The crux of this argument is based on two discrete case studies, one community sample of Nicaraguan grandmothers in urban Nicaragua, and another clinic-based study of Mexican immigrant women in urban United States, which represent different populations, methodologies, and instruments. Yet, both authors critically examine narrative data and then use the Center for Epidemiologic Studies Depression Scale to further unpack meaning of psychological suffering by analyzing symptomatology. Such integrative methodologies illustrate how incorporating results from standardized mental health assessments can corroborate meaning-making in anthropology while advancing anthropological contributions to mental health treatment and policy. PMID:27553610

[Can narrative medicine be an answer to patient physician relationship teaching according to students' demand in medical education curricula?].

PubMed

Goupy, François; Abgrall-Barbry, Gaëlle; Aslangul, Elisabeth; Chahwakilian, Anne; Delaitre, Didier; Girard, Thomas; Lassaunière, Jean-Michel; Roche, Nicolas; Szwebel, Tali-Anne; Dantchev, Nicolas; Triadou, Patrick; Le Jeunne, Claire

2013-01-01

Coming from literature and medicine and medical humanities north American seminars, narrative medicine has applied narratology for analyzing patients' discourse and has been taught during a decade. At Paris Descartes School of Medicine a twenty-hour narrative medicine elective program including whole class lectures and writing and reading small group exercises for second year medical students has been assessed using satisfaction questionnaires. Although several students were uncomfortable with the first writing and reading exercises, the whole satisfaction scores demonstrate that this new program is very well appreciated even when students did not choose this program because they were interested with the patient physician relationship. These results have been confirmed when all students state this program should be continued and when half of them state this program should be offered to more students or made mandatory. The primary focus on literary characteristics of patients' and physicians' discourses, without ignoring psychoanalysis theory, has shown to be safe for young students. Writing exercises are encouraged but not mandatory, and reading is optional if ever they feel embarrassed after producing their own texts. Narrative medicine impact on students' attitudes and behaviors has now to be assessed before implementing new educational programs. Copyright © 2012. Published by Elsevier Masson SAS.

78 FR 65431 - Notice of Funds Availability (NOFA) Inviting Applications for the Community Development Financial...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-10-31

... form; (2) a Microsoft Excel Workbook; (3) a Microsoft Word Narrative template; and (4) other mandatory attachments. (Applicants must use the Microsoft Word Narrative template the CDFI Fund provides; alternative...

The Osler Student Societies of the University of Texas medical branch: a medical professionalism translational tool.

PubMed

Malloy, Michael H

2012-12-01

This essay reviews some of the issues associated with the challenge of integrating the concepts of medical professionalism into the socialization and identity formation of the undergraduate medical student. A narrative-based approach to the integration of professionalism in medical education proposed by Coulehan (Acad Med 80(10):892-898, 2005) offers an appealing method to accomplish the task in a less didactic format and in a way that promotes more personal growth. In this essay, I review how the Osler Student Societies of the University of Texas Medical Branch developed and how they offer a convenient vehicle to carry out this narrative-based approach to professionalism. Through mentor-modeled professional behavior, opportunities for student self-reflection, the development of narrative skills through reflection on great literature, and opportunities for community service, the Osler Student Societies provide a ready-made narrative-based approach to medical professionalism education.

Thematic or Sequential Analysis in Causal Explanations?: Investigating the Kinds of Historical Understanding that Year 8 and Year 10 Demonstrate in Their Efforts to Construct Narratives

ERIC Educational Resources Information Center

Kemp, Robin

2011-01-01

Struck by what he saw as the complexity, artistry and cognitive achievement of historians' narrative accounts, Robin Kemp decided to explore ways of teaching his pupils to write narrative and to analyse the role of such writing in developing various kinds of historical thinking. Working with Year 8 and Year 10 he designed a research project that…

Variation et heterogeneite de recits en francais de jeunes eleves tunisiens (Variation and Heterogeneity of the French Narrative Productions of Young Tunisian Students).

ERIC Educational Resources Information Center

Anane, Chiraz

2001-01-01

This study analyzes narrative productions in the French of 10 Tunisian pupils selected from 2 schools (1 in an urban area, 1 in a rural area) in Tunisia (Tunis). The purpose of the study was to observe the development of the French language in native Tunisian Arabic speakers. Particular attention is focused on the narrative structure and time…

Self-disturbances in Schizophrenia: History, Phenomenology, and Relevant Findings From Research on Metacognition

PubMed Central

Mishara, Aaron L.

2014-01-01

With a tradition of examining self-disturbances (Ichstörungen) in schizophrenia, phenomenological psychiatry studies the person’s subjective experience without imposing theoretical agenda on what is reported. Although this tradition offers promising interface with current neurobiological models of schizophrenia, both the concept of Ichstörung and its history are not well understood. In this article, we discuss the meaning of Ichstörung, the role it played in the development of the concept of schizophrenia, and recent research on metacognition that allows for the quantitative study of the link between self-disturbance and outcome in schizophrenia. Phenomenological psychiatrists such as Blankenburg, Binswanger, and Conrad interpreted the Ichstörung as disturbed relationship to self and others, thus challenging recent efforts to interpret self-disturbance as diminished pure passive self-affection, which putatively “explains” schizophrenia and its various symptoms. Narrative is a reflective, embodied process, which requires a dynamic shifting of perspectives which, when compromised, may reflect disrupted binding of the components of self-experience. The Metacognition Assessment Scale—abbreviated as MAS-A—suggests that persons with schizophrenia tend to produce narratives with reductions in the binding processes required to produce an integrated, embodied self within narrated life stories, and in interactive relationships with others. PMID:24319117

GCSE Assessment Notes: Six GCSE Assessment Assignments.

ERIC Educational Resources Information Center

Graham, Stephen

1988-01-01

Provided are copy masters, instructions for use, and grading criteria for six problems used as part of the practical assessment for a modular science course. Each problem gives a narrative and a list of materials necessary to complete the problem. (CW)

Characteristics of positive autobiographical memories in adulthood.

PubMed

Bluck, Susan; Alea, Nicole

2009-01-01

The characteristics of positive autobiographical memory narratives were examined in younger and older adults. Narratives were content-coded for the extent to which they contained indicators of affect, sensory imagery, and cognition. Affect was additionally assessed through self-report. Young adults expressed more positive affect and less sensory imagery in their memory narratives than did older adults. Age differences in cognitive characteristics also appeared: younger adults showed greater causation-insight, and greater tentativeness in retelling their autobiographical memories. Controlling for episodic memory ability eliminated age differences in positive affect but did not affect age differences on other memory characteristics. Results are discussed in terms of the role that positive autobiographical memories play in daily emotional life across adulthood.

A chapter from lamaze history: birth narratives and authoritative knowledge in france, 1952-1957.

PubMed

Michaels, Paula A

2010-01-01

THIS ARTICLE ANALYZES BIRTH NARRATIVES GATHERED DURING WHAT CAN BE CONSIDERED A FORMATIVE PERIOD OF THE LAMAZE MOVEMENT IN THE WEST: from 1952 through Fernand Lamaze's death in early 1957. The use of women's birth narratives as an assessment tool is one of Dr. Lamaze's most enduring contributions to obstetric pain management. The early work of Lamaze and his collaborator Pierre Vellay provided a template for studies conducted elsewhere for decades to come. By examining expectations in another time and place, our own standards, so often normalized to the point of invisibility, are thrown into sharp relief. This article addresses the conflicting and contested nature of authoritative knowledge surrounding parturition.

A Chapter From Lamaze History: Birth Narratives and Authoritative Knowledge in France, 1952–1957

PubMed Central

Michaels, Paula A.

2010-01-01

This article analyzes birth narratives gathered during what can be considered a formative period of the Lamaze movement in the West: from 1952 through Fernand Lamaze's death in early 1957. The use of women's birth narratives as an assessment tool is one of Dr. Lamaze's most enduring contributions to obstetric pain management. The early work of Lamaze and his collaborator Pierre Vellay provided a template for studies conducted elsewhere for decades to come. By examining expectations in another time and place, our own standards, so often normalized to the point of invisibility, are thrown into sharp relief. This article addresses the conflicting and contested nature of authoritative knowledge surrounding parturition. PMID:21358829

"To wipe a manly tear": the aesthetics of emotion in Victorian narrative painting.

PubMed

Fletcher, Pamela

2009-01-01

Over the course of the twentieth century, Victorian narrative painting became synonymous with sentimentality, melodrama, and the artificial evocation of emotion. This essay aims to complicate this familiar assessment by examining the role of emotional effect played in aesthetic evaluations of some of the most popular modern life genre paintings of the 1850s to 1870s. I argue that the critical discourse on Victorian narrative painting was marked by a persistent skepticism about the role of feeling in aesthetic response -- as excessively painful or obvious emotional impact marked the limit between artistic success and failure -- and I locate these concerns within the physical and social exhibition culture of the Royal Academy.

Abraham Lincoln and Harry Potter: children's differentiation between historical and fantasy characters.

PubMed

Corriveau, Kathleen H; Kim, Angie L; Schwalen, Courtney E; Harris, Paul L

2009-11-01

Based on the testimony of others, children learn about a variety of figures that they never meet. We ask when and how they are able to differentiate between the historical figures that they learn about (e.g., Abraham Lincoln) and fantasy characters (e.g., Harry Potter). Experiment 1 showed that both younger (3- and 4-year-olds) and older children (5-, 6-, and 7-year-olds) understand the status of familiar figures, correctly judging historical figures to be real and fictional figures to be pretend. However, when presented with information about novel figures embedded in either a realistic narrative or a narrative with obvious fantasy elements, only older children used the narrative to make an appropriate assessment of the status of the protagonist. In Experiment 2, 3-, and 4-year-olds were prompted to judge whether the story events were really possible or not. Those who did so accurately were able to deploy that judgment to correctly assess the status of the protagonist.

Narrative assessment: making mathematics learning visible in early childhood settings

NASA Astrophysics Data System (ADS)

Anthony, Glenda; McLachlan, Claire; Lim Fock Poh, Rachel

2015-09-01

Narratives that capture children's learning as they go about their day-to-day activities are promoted as a powerful assessment tool within early childhood settings. However, in the New Zealand context, there is increasing concern that learning stories—the preferred form of narrative assessment—currently downplay domain knowledge. In this paper, we draw on data from 13 teacher interviews and samples of 18 children's learning stories to examine how mathematics is made visible within learning stories. Despite appreciating that mathematics is embedded in a range of everyday activities within the centres, we found that the nature of a particular activity appeared to influence `how' and `what' the teachers chose to document as mathematics learning. Many of the teachers expressed a preference to document and analyse mathematics learning that occurred within explicit mathematics activities rather than within play that involves mathematics. Our concern is that this restricted documentation of mathematical activity could potentially limit opportunities for mathematics learning both in the centre and home settings.

Narrative Performance of Gifted African American School-Aged Children From Low-Income Backgrounds

PubMed Central

2015-01-01

Purpose This study investigated classroom differences in the narrative performance of school-age African American English (AAE)-speaking children in gifted and general education classrooms. Method Forty-three children, Grades 2–5, each generated fictional narratives in response to the book Frog, Where Are You? (Mayer, 1969). Differences in performance on traditional narrative measures (total number of communication units [C-units], number of different words, and mean length of utterance in words) and on AAE production (dialect density measure) between children in gifted and general education classrooms were examined. Results There were no classroom-based differences in total number of C-units, number of different words, and mean length of utterance in words. Children in gifted education classrooms produced narratives with lower dialect density than did children in general educated classrooms. Direct logistic regression assessed whether narrative dialect density measure scores offered additional information about giftedness beyond scores on the Peabody Picture Vocabulary Test–Fourth Edition (Dunn & Dunn, 2007), a standard measure of language ability. Results indicated that a model with only Peabody Picture Vocabulary Test–Fourth Edition scores best discriminated children in the 2 classrooms. Conclusion African American children across gifted and general education classrooms produce fictional narratives of similar length, lexical diversity, and syntax complexity. However, African American children in gifted education classrooms may produce lower rates of AAE and perform better on standard measures of vocabulary than those in general education classrooms. PMID:25409770

Anatomy of Strategy: Fighting for the Future Through Narrative, Logic and Grammar

DTIC Science & Technology

2012-05-17

community effort. The theory here advanced is heavily influenced by the strategic thought of John Boyd, the idea of relative advantage developed by...logic and rules as grammar. Developing these ideas leads to an anatomy of strategy. This, in turn, paves the way to developing three forms of...strategyless” NSS: Strategy is built upon a logic encoded within a narrative.1 This first attempt to develop a theory of strategy formation was heavily

Analysis of prototypical narratives produced by aphasic individuals and cognitively healthy subjects

PubMed Central

Silveira, Gabriela; Mansur, Letícia Lessa

2015-01-01

Aphasia can globally or selectively affect comprehension and production of verbal and written language. Discourse analysis can aid language assessment and diagnosis. Objective [1] To explore narratives that produce a number of valid indicators for diagnosing aphasia in speakers of Brazilian Portuguese. [2] To analyze the macrostructural aspects of the discourse of normal individuals. [3] To analyze the macrostructural aspects of the discourse of aphasic individuals. Methods The macrostructural aspects of three narratives produced by aphasic individuals and cognitively healthy subjects were analyzed. Results A total of 30 volunteers were examined comprising 10 aphasic individuals (AG) and 20 healthy controls (CG). The CG included 5 males. The CG had a mean age of 38.9 years (SD=15.61) and mean schooling of 13 years (SD=2.67) whereas the AG had a mean age of 51.7 years (SD=17.3) and mean schooling of 9.1 years (SD=3.69). Participants were asked to narrate three fairy tales as a basis for analyzing the macrostructure of discourse. Comparison of the three narratives revealed no statistically significant difference in number of propositions produced by the groups. A significant negative correlation was found between age and number of propositions produced. Also, statistically significant differences were observed in the number of propositions produced by the individuals in the CG and the AG for the three tales. Conclusion It was concluded that the three tales are applicable for discourse assessment, containing a similar number of propositions and differentiating aphasic individuals and cognitively healthy subjects based on analysis of the macrostructure of discourse. PMID:29213973

Investigating patient narratives posted on Internet and their informativeness level for pharmacovigilance purpose: The example of comments about statins.

PubMed

Kheloufi, Farid; Default, Anne; Blin, Olivier; Micallef, Joelle

2017-09-01

Health-related networks like patient health forums may be considered as potential sources of information to early detect pharmacovigilance issues or complete data on drug safety. However, the clinical and pharmacological relevancy of such a source has not been clearly explored. We aimed to describe the characteristics and the informativeness level of Internet narratives posted by patients and mentioning adverse drug reactions (ADRs) related to statins. A retrospective cross-sectional study was conducted on an Internet website dedicated to share experience on medicines. One day of December 2012, postings about simvastatin, rosuvastatin and atorvastatin publicly available on the website were collected. Their informativeness according to 16 key elements of information (including drug start and stop date, duration of treatment, time to onset and duration of the ADR, outcome, medical history, concomitant medication) was assessed. General information about reported ADRs was also investigated. Among the 96 postings related to statins, 72 (40 women, 32 men; mean age: 59 [40-78]) mentioned at least one ADR accounting for a total of 176 ADRs. Musculoskeletal and connective tissue disorders (42.6%) and nervous system disorders (15.3%) were the main represented ADRs. Only 2 patients mentioned ADRs that could be considered as serious but 24 patients mentioned they stopped or switched their treatment toward another lipid modifying agent because of the ADR. Mean number of available key elements of information per narrative was 6/16. Time to onset and duration of the ADR were respectively available in only 31% and 3% of the narratives. Medical history and concomitant medication were respectively lacking in 87% and 86% of the narratives. Outcome was found only in 39% of the narratives. Patient narratives posted on Internet include mainly non-serious expected ADR. However, their informativeness level is very incomplete and makes difficult their assessment and use for pharmacovigilance purpose. Copyright © 2016 Société française de pharmacologie et de thérapeutique. Published by Elsevier Masson SAS. All rights reserved.

Narrative comprehension and production in children with SLI: An eye movement study

PubMed Central

ANDREU, LLORENÇ; SANZ-TORRENT, MONICA; OLMOS, JOAN GUÀRDIA; MACWHINNEY, BRIAN

2014-01-01

This study investigates narrative comprehension and production in children with specific language impairment (SLI). Twelve children with SLI (mean age 5; 8 years) and 12 typically developing children (mean age 5; 6 years) participated in an eye-tracking experiment designed to investigate online narrative comprehension and production in Catalan- and Spanish-speaking children with SLI. The comprehension task involved the recording of eye movements during the visual exploration of successive scenes in a story, while listening to the associated narrative. With regard to production, the children were asked to retell the story, while once again looking at the scenes, as their eye movements were monitored. During narrative production, children with SLI look at the most semantically relevant areas of the scenes fewer times than their age-matched controls, but no differences were found in narrative comprehension. Moreover, the analyses of speech productions revealed that children with SLI retained less information and made more semantic and syntactic errors during retelling. Implications for theories that characterize SLI are discussed. PMID:21453036

Pragmatics abilities in narrative production: a cross-disorder comparison.

PubMed

Norbury, Courtenay Frazier; Gemmell, Tracey; Paul, Rhea

2014-05-01

We aimed to disentangle contributions of socio-pragmatic and structural language deficits to narrative competence by comparing the narratives of children with autism spectrum disorder (ASD; n = 25), non-autistic children with language impairments (LI; n = 23), and children with typical development (TD; n = 27). Groups were matched for age (6½ to 15 years; mean: 10;6) and non-verbal ability; ASD and TD groups were matched on standardized language scores. Despite distinct clinical presentation, children with ASD and LI produced similarly simple narratives that lacked semantic richness and omitted important story elements, when compared to TD peers. Pragmatic errors were common across groups. Within the LI group, pragmatic errors were negatively correlated with story macrostructure scores and with an index of semantic-pragmatic relevance. For the group with ASD, pragmatic errors consisted of comments that, though extraneous, did not detract from the gist of the narrative. These findings underline the importance of both language and socio-pragmatic skill for producing coherent, appropriate narratives.

Gender, Narratives and Intersectionality: can Personal Experience Approaches to Research Contribute to "Undoing Gender"?

NASA Astrophysics Data System (ADS)

Cole, Barbara Ann

2009-11-01

This paper examines narrative methodologies as one approach to exploring issues of gender, education and social justice and, particularly, insights into "undoing gender". It furthermore examines the possibilities of exploring gender and its multiple intersections in a range of global and policy contexts through the use of personal experience approaches. The "storying" of lived experience is examined as a means of challenging dominant discourses which can construct and other individuals and groups in relation to many aspects of gender and education. Drawing on intersectionality, as a complex and developing feminist theory, the paper considers ways in which narrative can illuminate often hidden complexities while seeking to avoid generalisations and essentialisms. The difficulties of using narrative in relation to these aims are explored in the light of the warnings of feminist writers such as Michele Fine and bell hooks. The paper briefly considers narrative as both methodology and phenomenon, and finally, drawing on critical discourse analysis, discusses the potential of intersectionality and narrative in relation to undoing gender.

Points of contact: using first-person narratives to help foster empathy in psychiatric residents.

PubMed

Deen, Serina R; Mangurian, Christina; Cabaniss, Deborah L

2010-01-01

The authors aimed to determine if writing narratives in psychiatric training can foster empathy for severely and persistently mentally ill patients. One resident wrote first-person narrative pieces about three different patients at a community mental health clinic. She reviewed these pieces with a writing supervisor weekly. The supervisor and resident examined the style of writing, choice of words, and story line to help the resident learn about her feelings about the patient. In each narrative, different choices were made that provided clues about that particular resident-patient relationship. These writing exercises helped the resident become more connected to her patients, develop interviewing skills, and engage in more self-reflection. Narrative writing effectively fostered empathy in a PGY-1 psychiatric resident working with severely and persistently mentally ill patients. This exercise also fostered understanding of countertransference and improved psychiatric history-taking skills. Psychiatry training programs may want to consider incorporating narrative writing exercises into their curriculum.

Leadership development in the English National Health Service: A counter narrative to inform policy.

PubMed

Hewison, Alistair; Morrell, Kevin

2014-04-01

To examine the current approach to leadership development in the English National Health Service (NHS) and consider its implications for nursing. To stimulate debate about the nature of leadership development in a range of health care settings. Good leadership is central to the provision of high quality nursing care. This has focussed attention on the leadership development of nurses and other health care staff. It has been a key policy concern in the English NHS of late and fostered the growth of leadership development programmes founded on competency based approaches. This is a policy review informed by the concept of episteme. Relevant policy documents and related literature. Using Foucault's concept of episteme, leadership development policy is examined in context and a 'counter narrative' developed to demonstrate that current approaches are rooted in competency based accounts which constitute a limited, yet dominant narrative. Leadership takes many forms and varies hugely according to task and context. Acknowledging this in the form of a counter narrative offers a contribution to more constructive policy development in the English NHS and more widely. A more nuanced debate about leadership development and greater diversity in the provision of development programmes and activities is required. Leadership development has been advocated as being crucial to the advancement of nursing. Detailed analysis of its nature and function is essential if it is to meet the needs of nurse leaders. Copyright © 2013 Elsevier Ltd. All rights reserved.

'Haven of safety' and 'secure base': a qualitative inquiry into factors affecting child attachment security in Nairobi, Kenya.

PubMed

Polkovnikova-Wamoto, Anastasia; Mathai, Muthoni; Stoep, Ann Vander; Kumar, Manasi

2016-01-01

Secure attachment in childhood and adolescence protects children from engagement in high risk behaviors and development of mental health problems over the life span. Poverty has been shown to create impoverishment in certain aspects of caregiving and correspondingly to compromise development of secure attachment in children. Nineteen children 8 to 14 years old from two schools in a middle income area and an urban informal settlement area of Nairobi were interviewed using an adapted Child Attachment Interview (CAI) protocol. CAI was developed to provide a glimpse into the 'meta-theories' children have about themselves, parents, parenting and their attachment ties with parents and extended family members. Narratives obtained with the CAI were analyzed using thematic analysis. Both Bowlby's idea of 'secure base' as well as Bronfrenbrenner's 'ecological niche' are used as reference points to situate child attachment and parenting practices in the larger Kenyan context. We found that with slight linguistic alterations CAI can be used to assess attachment security of Kenyan children in this particular age range. We also found that the narration ability in both groups of children was generally good such that formal coding was possible, despite cultural differences. Our analysis suggested differences in narrative quality across the children from middle class and lower socio-economic class schools on specific themes such as: sensitivity of parenting (main aspects of sensitivity were associated with disciplinary methods and child's access to education), birth order , parental emotional availability , and severity of inter-parental conflicts and child's level of exposure. The paper puts in context a few cultural practices such as greater household responsibility accorded to the eldest child and stern to harsh disciplinary methods adopted by parents in the Kenyan setting.

76 FR 70535 - Notice of Funds Availability (NOFA) Inviting Applications for the Community Development Financial...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-11-14

... Populations is not required to provide additional narrative explaining their lack of access to loans, equity... Narrative 10 Target Market Needs 10 Responsiveness to Target Market Needs 40 Delivery Capacity 40 Total...