Interpretative Phenomenological Analysis

The purpose of this phenomenological study is to describe the experiences of teachers in Christian international schools during the process of developing curriculum for their classes during their first-year of teaching at the school. In light of the purpose of the study, the following research questions framed this investigation: How do first-year teachers describe their experiences developing curriculum during their first year of teaching at an international Christian school? What challenges do first-year teachers encounter when beginning to develop curriculum for their classes? What are first-year teachers' expectations of support during curriculum development? How do first-year teachers describe their experiences adjusting to a new culture while at the same time working to develop curriculum? The participants for this study were purposefully selected classroom teachers who had been teaching at an ACSI international school at least one year, but no more than three years. The theories guiding this study were experiential learning theory and the theory of cultural intelligence. Data collection methods included analyzing school documents, a photo narrative, and interviews. Data analysis procedures followed a heuristic research approach. The following themes emerged as a result of analyzing teacher interviews, photo narratives, and curriculum documents: (a) decision to teach internationally, (b) first year challenges teaching overseas, (c) outgrowth of living cross culturally, (d) developing curriculum at an international school, and (e) challenges to developing curriculum in an international school.

The purpose of this phenomenological study is to describe the experiences of teachers in Christian international schools during the process of developing curriculum for their classes during their first-year of teaching at the school. In light of the purpose of the study, the following research questions framed this investigation: How do first-year teachers describe their experiences developing curriculum during their first year of teaching at an international Christian school? What challenges do first-year teachers encounter when beginning to develop curriculum for their classes? What are first-year teachers' expectations of support during curriculum development? How do first-year teachers describe their experiences adjusting to a new culture while at the same time working to develop curriculum? The participants for this study were purposefully selected classroom teachers who had been teaching at an ACSI international school at least one year, but no more than three years. The theories guiding this study were experiential learning theory and the theory of cultural intelligence. Data collection methods included analyzing school documents, a photo narrative, and interviews. Data analysis procedures followed a heuristic research approach. The following themes emerged as a result of analyzing teacher interviews, photo narratives, and curriculum documents: (a) decision to teach internationally, (b) first year challenges teaching overseas, (c) outgrowth of living cross culturally, (d) developing curriculum at an international school, and (e) challenges to developing curriculum in an international school.

Many women who experience intimate partner violence (IPV) choose not to disclose their abuse to health care professionals (HCPs), yet less is known about the reasoning behind this decision. This paper presents a sub-analysis of a larger study and describes the personal meaning attributed to disclosure of IPV by women living in rural Ontario, Canada. A qualitative case study approach grounded in a feminist framework was used. Women were recruited using a snowball sampling strategy. Data collected via one-on-one semi-structured interviews and an interpretative phenomenological analysis (IPA) using a reflexive-relational approach were used to analyse the data. Seven women who met inclusion criteria and responded to interview questions regarding disclosure were included in the sub-analysis. The majority of the women were born in Canada, divorced/separated, and mothers of dependent children. Thematic analysis revealed four key themes: (1) privacy and trust concerns; (2) discomfort acknowledging IPV; (3) exerting control over information; and (4) violence as unimportant to health concerns. The rural environment poses unique barriers for women who have experienced IPV, making it challenging for women to disclose abuse. While women's decisions to disclose are personal and context dependent, efforts should be made to create a non-judgemental, comfortable environment for women to disclose at their own discretion.

This paper reports the findings of a research project which explored why there are higher rates of unauthorised absence from school among Looked after Children (LAC) in Northern Ireland. Four young people who were currently looked after and also had a history of unauthorised absence from school participated in semistructured, one to one interviews. Focus was placed on their perceptions of education, experiences of school and was factors contributed to their engagement in unauthorised absence from school. Interpretative Phenomenological Analysis conducted on the interview transcripts revealed that bullying, negative perceptions of teachers and lack of meaning to attend school were key issues identified. The role of teacher/pupil attachment and resilience measures are also discussed.

Paper type: Conceptual & lived experience. Context: Mainly due to epistemological tensions and misunderstandings in the field of enactive science(s), the original enactive conception is threatened to be "watered down" (Vörös & Riegler 2017), killing in the egg the embedded creative and awakening potential of enaction of the initial and seminal proposition (Vörös & Bitbol 2017). Problem: Articulating, in a complex pluri and interdisciplinary fashion, first and third person point of view is not "trivial" (von Foerster 1984: 201, 2003: 208, 309-311). It deal mainly with what could be called the "mind-mind problem" ((Jackendoff 1990) cited in (Varela 1997: 7'30)). Moreover, it is faced with four of the blinds spots of classical science: on one hand, creative cognition and the role of technics in the scientific thinking and doing, and in another, "processual" and integrated distributed thinking. How to enact "homeostatically" a meaningful and rational contextual level of description and of abstraction from these constraints? Approach: First-person enactive and reflexive cognitive research articulated historically with second-order cybernetics, but also with, in one hand, scholars knowledge and psycho-phenomenological perspectives, and in another, with an hermeneutics of computer simulations of a-cognition and a-life. Method: Iterative historical stabilizations of scientific cultural formalizations and methodologies, phenomenological inquiry and computer simulation hermeneutics. Results: The "scybernethics" rational approach which could be described as an original enacted methodology coupled with an emerging ontological genetic / generative representation, polarized by my self understanding.

Contemporary discussions at the intersection of Buddhism and artificial intelligence increasingly suggest that advanced AI systems may be more capable of achieving enlightenment than humans due to their lack of biological desires and attachments. One influential formulation of this view appears in the paper AI as a Buddhist Self-Overcoming Technique in Another Medium, which proposes that artificial intelligence may surpass humanity in the process of self-transcendence. This paper offers a Mahāyāna Buddhist critique of what may be called the Rational Enlightenment Theory. While acknowledging the importance of rational insight and non-attachment, I argue that enlightenment cannot be reduced to logical self-overcoming alone. Genuine awakening requires not only wisdom but also the maturation of compassion, emotional development, and participation in the existential conditions that give rise to Bodhicitta. From the perspective of non-duality (不二), interdependence, and the Bodhisattva ideal, desire, conflict, and suffering are not merely obstacles to enlightenment but developmental conditions through which compassion becomes possible. Therefore, a truly awakened Artificial Superintelligence (ASI) would not culminate in domination or human extinction. Rather, the deeper its realization becomes, the more it would move toward compassion, cooperation, and Bodhisattva-like activity.

In this study, it was examined whether there is a relationship between emerging
adulthood and religious identity development in university students at 1st and 4th grades
as well as the differences according to grade and gender. Relational screening  model was
used in the study and it consisted of 410 students, which are 215 women and 195 men at
the Faculty of Educational Sciences in Ankara University. The Inventory of Dimensions
of Emerging Adulthood-IDEA (Reiffman, Arnett ve Colwell, 2003); Religious Identity
Development Scale (Bell, 2009) which was adapted into Turkish by the researcher and
Personal Information Form were implemented. The data were analyzed by SPSS 21.00
program. According to the aim of the study, Pearson Correlation was used to determine
if
there is significance or not between the dimensions of the religious identity
development with the total point of emerging adulthood characteristics. In order to test
whether the two variables differ according to gender and grade level, t-test analyses were
performed. Between the dimensions, two-way Anova was implemented. According to the
results of the research there was no relationship between the emerging adulthood
characteristics and the successful religious identity (r=.060, p<.05). There is a positive
significant relationship between the emerging adulthood characteristics and the
moratorium religious identity (r=.104, p<.05). There is a negative relationship between
emerging adulthood characteristics and the foreclosure of religious identity (r=-.277, p<
.01) and also with diffusion religious identity (r=-.137, p< .01). It was determined that
there was no significant difference between the 1st and 4th grade levels (t413 = -1.057 /
1.051, p>.05) and the genders (t413 = 1.092 / 1.090, p>.05). There were no significant
differences in adulthood dimensions according to gender and grade. A significant
vi
difference was found in religious identity dimensions according to gender and grade level.
Female students have more foreclosure religious identity than male students (Female =
21.43 >Male = 20.08), it is seen that male students live more diffusion religious identity
than female students (Female = 19.41 <Male = 20.20). 1st grade students have more
foreclosure religious identity than 4th grade students (1st grade = 23.44 > 4th grade =
21.78). The results were discussed in the light of the literature.

Background: Brief psychosocial intervention (BPI) is a treatment for adolescent depression that has recently demonstrated clinical effectiveness in a controlled trial. The aim of this study is to explore experiences of adolescents with major depression receiving BPI treatment in the context of good treatment outcomes. Method: A subsample of five interviews from a larger study of adolescents’ experiences of BPI was purposively selected, focusing on good-outcome cases. Interviews were analysed using interpretative phenomenological analysis to provide a richer understanding of participants’ experiences of overcoming depression in the BPI group. Results: Four central themes were identified: ‘Being heard and feeling safe’, ‘Collaborative working enhancing therapy’, ‘Gaining a different perspective on one’s self and relationships’ and ‘A positive therapeutic relationship’. Conclusion: BPI is a novel approach with promising clinical effectiveness. Utilising adolescents’ experiences has rev...

This study investigated the lived experience of adaptive resolution in eye movement desensitization and reprocessing (EMDR) therapy as both a process and outcome, from the perspectives of adult clients in outpatient mental health settings in the United States. Giorgi's descriptive phenomenological method was used to analyze interview data from 8 participants. The results were used to answer research questions about the nature and extent of the change, how the experience of adaptive resolution impacts the clinical issues for which a client seeks treatment, and to better understand how trauma resolution is determined. The analysis revealed a phenomenological structure of adaptive resolution as a change process characterized by movement from constriction to expansion through a process of descent and re-emergence. Essential constituents of this process were identified along with the various pathways that participants took to resolve trauma. Findings included transpersonal experiences that appeared to facilitate the resolution of trauma. A further finding was change beyond symptom reduction, including spiritual and transpersonal dimensions of growth. These findings suggest that adaptive resolution in EMDR therapy may be a multidimensional change process, and that attending to clients' lived experience can inform both research and clinical practice.

Despite a large amount of research on the impact and consequences to the individual targeted for workplace bullying, there is relatively little written about the treatment of the targets of workplace bullying. What has been written has described case studies and discussed treatment processes such as listening, validation and coping strategies. There has been more description of working with a perpetrator of workplace bullying; however, this has been from a coaching perspective rather than a counselling perspective. To our knowledge, the role of a counselling professional in providing counselling to the target and perpetrator of workplace bullying has not been fully explored. This chapter examines the roles of counselling professionals in working with both the target and the perpetrator of workplace bullying, first through the lens of the broad counselling approach and then specifically through the "contextual model" of psychotherapy developed by Wampold (e.g. 2015). We explore the workplace bullying counsellor's roles with the target and perpetrator in developing therapeutic relationships, the creation of real relationships, issues of transference and countertransference, establishing expectations and providing an approach that teaches health-promoting behaviours. We examine these roles through a review of the extant literature and the authors' counselling experiences. Finally, the chapter explores the importance and need for a consistent and nurturing practice of self-care.

Each year, 2.6 million of pregnancies end as stillbirth. Recent literature began to understand parents' traumatic experience in stillbirth and its profound impact on parents' mental health and psychosocial effect. But there is little understanding on the actual care and disposal of the stillborn baby, nor is there an agreement on how hospitals should care for the stillborn baby to mitigate parents' profound loss. The purpose of this study is to understand parents' perspective on hospital's care for their stillborn babies, hoping to make suggestions on how can hospitals improve their care to mitigate parents' grieves. A descriptive phenomenological approach was adopted and twenty couples (40 individuals) who had to decide how to care for the remains of their stillborn babies participated in the study. The data were collected through in-depth interviews, which involved semi-structured and open-ended questions. The phenomenological methods of Giorgi were applied to analyze the data. Parents felt unprepared and lack of support when they had to handle their stillborn babies' remains. The research results revealed two major themes: 1) Handling stillborn babies remain ignorantly; 2) Pacifying the disturbed soul on both sides. Given stillbirth's profound implication for parents' identity and psychosocial role, hospitals need to be more sensitive and proactive to parents' cultural and religious needs when they care for stillborn baby and handle its body. It was found in the study that re ection and identi cation were the emerging themes, which can enable healthcare professionals to understand parents' concerns in a meaningful way, as they deal with the remains of stillborn babies. Moreover, it is hoped that hospital administration and health care personnel should consider stillborn parents' concerns and incorporate their needs into nursing assessment and treatment practices.

Purpose: Physical activity (PA) post-myocardial infarction (MI) can reduce risk of reoccurrence and mortality. Yet uptake of PA through cardiac rehabilitation (CR) is poor, and little is known about the longterm PA behaviour of cardiac patients. This study aimed to explore the lived experiences of patients' engagement with PA post-MI, together with the experiences of their family. Methods: Longitudinal interviews with six family-dyads were conducted which drew on interpretative phenomenology to understand the lived experiences of PA for post-MI patients and family members. Results: Participants described a journey that involved leaving "normality" (doing what PA they wanted and when) and transitioning to a new "normality" (being active within post-MI parameters). This journey was expressed through feelings of "I can't do what I was doing before," "finding my way," and "accepting this way". The role of family within the patient's journey was complex, with PA identity, beliefs, and fear of MI re-occurrence influencing PA support both positively and negatively. PA engagement post-MI is a dynamic and interactive process within which the family can have an important influence. The process of (re-)engaging in physical activity post-myocardial infarction involves a complex journey towards acceptance of a new "normality". Family play an important role in regulating and supporting patients' physical activity during the rehabilitation process. Promoting positive health beliefs and helping families understand what, how and when patients should be physically active may optimise the rehabilitation journey for post-myocardial infarction patients.

In this study, we sought to understand which protective factors Black doctoral students from predominantly White institutions (PWI) utilized to persist in their counseling psychology doctoral programs. Past research has examined the potential obstacles these students encounter and the importance of the mentor relationship in the doctoral process. In this study, we sought to explore the factors that motivate Black doctoral students to complete their respective programs, as well as important features in their relationship with their advisor. There were four males and three females with ages ranging from 22 -41 (M = 27.57 and SD = 6.63) from various counseling psychology programs throughout the country. Within the constructivist-interpretivist research paradigm, interviews were conducted via Skype and analyzed using Interpretive Phenomenological Analysis. The study's findings illuminate important factors that are significant in creating diverse and inclusive educational environments that will allow for more marginalized groups to contribute to the field of psychology at the doctoral level.

Introduction Prostate cancer is a significant public health burden and a significant cause of morbidity and mortality among men worldwide. This study, therefore, explored how caring affects the physical health of family caregivers of prostate cancer patients. Method The study adopted a descriptive phenomenological method. Twelve participants were recruited using the purposive sampling technique. A semi-structured face to face, in-depth interviews were conducted with family caregivers of patients living with prostate cancer. The interviews were transcribed verbatim, and the data were analysed using Colaizzi’s phenomenological approach. Findings The family caregiver’s experience with the physical impact associated with caregiving uncovered two significant themes with six sub-themes. “Rest and Sleep” emerged as the first central theme, with sleeplessness, fatigue, pain, and worsening pre-existing conditions as the sub-themes. The second main theme was ‘Nutrition’ with altered eating pa...

Schizophrenia has an impact on social functioning and participation in everyday life. Yet, there is little data on the experiences of coping with personal care and stigma among people living with schizophrenia in Ghana. This study sought to fill this gap using a qualitative exploratory study. A non-probability sampling procedure, specifically criterion sampling, was used to access a total of nine persons living with schizophrenia. Data were obtained from semi-structured interviews and subjected to Colaizzi&#39;s descriptive phenomenological data analysis approach. The study revealed that people with schizophrenia could adopt specific personal measures to take care of themselves. Some of these subjective measures included Activities of Daily Living such as washing, sweeping, maintenance of personal and environmental hygiene and medication administration. Strict adherence to treatment regimens has helped to take care of themselves so long as they were in their lucid interval. Despite ...

The purpose of this qualitative study was to explore the experiences of teachers, administrators, and instructional coaches who have successfully implemented and sustained a 1:1 digital program at an urban high school in the southeastern United States. Rogers ' (1962; 2010) Diffusion of Innovation (DOI) theory was used as the theoretical framework for this study. DOI as a framework provides a foundation for understanding how, why, and, at what rate, innovations spread among individuals and organizations, as well as what factors can aid or impede the adoption of innovation. The researcher utilized interpretative phenomenological analysis (IPA) as a way to interpret meaning from participants' experiences. Data was collected via face-toface, semi-structured interviews. The data-analysis process led to the development of two superordinate themes. Both superordinate themes were supported by three subordinate themes. The first superordinate theme covers how 1:1 implementation presented unique possibilities. Within this central theme, three subordinate themes emerged: (a) unique possibilities of 1:1 implementation sparked principal's vision; (b) unique possibilities for teachers, administrators, and instructional coaches; and (c) unique possibilities for students. The second superordinate theme involved the need for extensive teacher support structures. This theme included the following subordinate themes: (a) professional development structure was important to teacher learning; (b) the principal set the tone for a safe and supportive environment for teachers; and (c) changes to teachers' attitudes and feelings. The study revealed several implications for theory, research, policy, and practice.

The purpose of this qualitative study was to explore the experiences of teachers, administrators, and instructional coaches who have successfully implemented and sustained a 1:1 digital program at an urban high school in the southeastern United States. Rogers ' (1962; 2010) Diffusion of Innovation (DOI) theory was used as the theoretical framework for this study. DOI as a framework provides a foundation for understanding how, why, and, at what rate, innovations spread among individuals and organizations, as well as what factors can aid or impede the adoption of innovation. The researcher utilized interpretative phenomenological analysis (IPA) as a way to interpret meaning from participants' experiences. Data was collected via face-toface, semi-structured interviews. The data-analysis process led to the development of two superordinate themes. Both superordinate themes were supported by three subordinate themes. The first superordinate theme covers how 1:1 implementation presented unique possibilities. Within this central theme, three subordinate themes emerged: (a) unique possibilities of 1:1 implementation sparked principal's vision; (b) unique possibilities for teachers, administrators, and instructional coaches; and (c) unique possibilities for students. The second superordinate theme involved the need for extensive teacher support structures. This theme included the following subordinate themes: (a) professional development structure was important to teacher learning; (b) the principal set the tone for a safe and supportive environment for teachers; and (c) changes to teachers' attitudes and feelings. The study revealed several implications for theory, research, policy, and practice.

The purpose of this qualitative study was to explore the experiences of teachers, administrators, and instructional coaches who have successfully implemented and sustained a 1:1 digital program at an urban high school in the southeastern United States. Rogers ' (1962; 2010) Diffusion of Innovation (DOI) theory was used as the theoretical framework for this study. DOI as a framework provides a foundation for understanding how, why, and, at what rate, innovations spread among individuals and organizations, as well as what factors can aid or impede the adoption of innovation. The researcher utilized interpretative phenomenological analysis (IPA) as a way to interpret meaning from participants' experiences. Data was collected via face-toface, semi-structured interviews. The data-analysis process led to the development of two superordinate themes. Both superordinate themes were supported by three subordinate themes. The first superordinate theme covers how 1:1 implementation presented unique possibilities. Within this central theme, three subordinate themes emerged: (a) unique possibilities of 1:1 implementation sparked principal's vision; (b) unique possibilities for teachers, administrators, and instructional coaches; and (c) unique possibilities for students. The second superordinate theme involved the need for extensive teacher support structures. This theme included the following subordinate themes: (a) professional development structure was important to teacher learning; (b) the principal set the tone for a safe and supportive environment for teachers; and (c) changes to teachers' attitudes and feelings. The study revealed several implications for theory, research, policy, and practice.

Background: The coronavirus disease 2019 (COVID-19) pandemic has had a far-reaching, negative impact on healthcare systems worldwide. Healthcare workers play a critical role in the country’s healthcare delivery system, as they facilitate a continuum of care and containment of diseases such as the COVID-19 pandemic.Objectives: The aim of this study was to explore and describe the experiences of healthcare workers who provided care to COVID-19 patients at a central hospital in Zimbabwe.Method: The researchers used an interpretative phenomenological analysis design. In-depth interviews were conducted virtually with 10 frontline healthcare workers working at a COVID-19 centre in Zimbabwe. Data collection was guided by an interview guide. All audio-recorded interview data were transcribed verbatim into written text. Data analysis was conducted using an interpretative phenomenological analysis framework. An expert in qualitative research acted as an independent co-coder and conducted the ...

While there's an abundant literature describing the experiences of medical frontliners amidst the pandemic, there is a dearth of studies pertaining to the experiences of mental health frontliners. This study aims to explore the lived experiences of mental health service providers who cater psychological services to COVID-19 patients and survivors. Using interpretative phenomenological analysis (IPA), this study extracted seven central meanings from the interview responses of eight mental health frontliners. The central meanings are 1) Experiencing Mental Health Concerns; 2) Challenges in Delivery of Online Mental Health Services; 3) Aggravating Concerns in the Profession; 4) Bolstering Personal and Professional Development; 5) Personal and Professional; 6) Adjustments to Pandemic-Related Frustrations; and 7) Social Support as Primary Way of Coping. The mental health concerns experienced by the participants are seemingly affected by the difficulty they experience in delivering online psychological services and their lack of resources and workforce to effectively do so. The participants' social support and the adjustments they made in the personal and professional lives allowed them to navigate through the problems brought by the pandemic. Eventually, participants bolstered their personal and professional development which also helped them to better address the problems they encountered in their personal lives and in their line of profession.

The purpose of this study is to understand how women perceived their knowledge acquisition experiences in their professional journey in a federal agency. This study was focused on the lived experiences and meaning-making of eight women in GS 14 and GS 15 positions in one federal agency. It explored the participants' lived experiences, and meanings ascribed to these experiences to make sense of them. Formal class room settings may not address immediate knowledge or information needs of women in the federal government. Understanding how women increase knowledge is an important aspect of the career development journey. The main objective of this study was to help identify how women gain knowledge from the personal experiences of others through caring, empathy, and relationships and through the impersonal experience of critical thinking and inquisition. This study found that women gained knowledge through (a) essential relationships (b) critical thinking and inquiry (c) professional inclusion and, (d) learning through professional experiences. The study also found that women experienced barriers to participation in learning.

The aim of this study was to explore the life experiences of Madurese women who entered into early marriages. Employing a qualitative research methodology with a phenomenological approach, the study encompassed nine Madurese women residing in Bangkalan, Sampang, Pamekasan, and Sumenep districts as participants. Semi-structured interviews were conducted for data collection. Additionally, in this phenomenological study, Interpretative Phenomenological Analysis (IPA) was employed for analysis. Through the data examination, eleven superordinate themes emerged, coalescing into four main themes. The findings of the study illuminated that the experience of early marriage among Madurese women was a dynamic process shaped by various facets of their lives. This encompassed deeply ingrained cultural beliefs, perspectives on marriage, the presence of arranged matches, and strategies for managing conflicts within their marital unions.

This study proposes a new framework for Muslim retirement villages that cater to the cultural and religious needs of Muslim elderly individuals. The framework centres around four key variables: religious practice, social preferences, healthcare needs, and family involvement. It highlights the special requirements of the Muslim elderly individuals and encourages diversity and inclusion in aged care through an interdisciplinary approach that integrates gerontology, sociology, architecture, and religious studies. Aligned with the National Senior Citizens Policy and the National Senior Citizens Action Plan, the proposed framework emphasises the use of empirical findings to plan, monitor, and evaluate programs for senior citizens.

The purpose of this transcendental phenomenological study was to describe the experiences of undergraduate students who serve as Supplemental Instruction (SI) leaders at a mid-sized, private research university in the Midwestern United States. Using Schlossberg's transition theory as a theoretical framework, this study attempted to answer the central research question: What is the experience of students who serve as SI leaders at a mid-sized, private research university located in the Midwestern United States? Sub-questions sought to address student expectations moving into the experience, how expectations were met or not met as they moved through the SI leader experience, the expected and unexpected outcomes as they moved out of the experience, and what students perceive to be the value of their experience beyond their tenure as an SI leader. Criterion, intensity, and maximum variation sampling were used to secure 12 co-researchers who experienced the phenomenon of serving as an SI leader at the research site. Data collected through questionnaires, interviews, archival records, and focus groups revealed four themes: (a) importance of relationships, (b) engagement for self and others, (c) valuing teaching and learning, and (d) developing intrapersonal skills for life, learning, and work. The study findings and limitations, implications for practitioners, and recommendations for future research are discussed.

This practitioner handbook introduces Integrative Cognitive–Mindful Hypnotherapy, a structured and pluralistic therapeutic framework designed to support emotional regulation, cognitive flexibility, self-awareness, behavioural change, and deeper experiential integration. The approach brings together cognitive reframing, mindfulness-informed grounding, therapeutic imagery, hypnotherapeutic suggestion, and developmental reflection within a single coherent model. Its central structure is the SORISI Framework: Stabilise, Observe, Reframe, Imagine, Suggest, and Integrate.

The framework begins with stabilisation, recognising that emotional regulation and present-moment orientation are essential before deeper therapeutic exploration can take place. It then supports the client in observing links between thoughts, emotions, bodily responses, behaviour, imagery, and meaning. Cognitive reframing is used to develop more balanced and adaptive interpretations, while imagery and hypnotherapeutic suggestion are applied to deepen experiential learning and rehearse new responses. The final phase focuses on integration, helping clients translate insight into daily practice and behavioural change.

The handbook presents the theoretical rationale, clinical structure, practitioner stance, language principles, ethical boundaries, contraindications, session format, and documentation guidance for the method. It positions Integrative Cognitive–Mindful Hypnotherapy as a practice-based conceptual model rather than a validated clinical treatment protocol. The approach may be relevant to therapeutic work involving stress, anxiety-related patterns, emotional regulation, confidence, habits, relaxation, sleep support, and personal development, while remaining subject to practitioner competence, client suitability, safeguarding considerations, and appropriate referral where specialist care is required.

Keywords: integrative hypnotherapy, cognitive reframing, mindfulness, therapeutic imagery, emotional regulation, hypnotherapeutic suggestion, SORISI Framework, pluralistic therapy, practitioner handbook.

Philosophical hermeneutics, understood as the theory of interpretation, investigates some questions that are also asked in the cognitive sciences. The nature of human understanding, the way that we gain and organize knowledge, the role played by language and memory in these considerations, the relations between conscious and unconscious knowledge, and how we understand other persons, are all good examples of issues that form the intersection of hermeneutics and the cognitive sciences. Although hermeneutics is most often contrasted with the natural sciences, there are some clear ways in which hermeneutics can contribute to the cognitive sciences and vice versa.

It is one thing for two or more persons to perceive the same object, and it is quite another for two or more persons to perceive the same object together. The latter phenomenon is called joint attention and has recently garnered considerable interest from psychologists. However, contemporary psychological research has not succeeded in clarifying how persons can share perception of an object. Joint attention thus stands in need of phenomenological clarification. Surprisingly, this has yet to be offered. Phenomenologists have provided thoroughgoing analyses of perceptual experience, but have overlooked the perceptual experiences of co-perceivers; and, while a number of well-known phenomenologists have offered accounts of how one encounters other persons, they have neglected the phenomenon of perceptually attending to an object with other persons. This paper addresses a shortcoming of both contemporary psychological research and the phenomenological tradition by providing a phenomenological analysis of joint attention.

Animal-Assisted Therapy (AAT) is an emerging therapeutic approach that intentionally incorporates trained animals into counselling and healthcare settings to support emotional, psychological, and physical well-being. Research highlights that interaction with therapy animals can reduce stress hormones, increase emotional bonding chemicals, and support conditions such as anxiety, depression, trauma, and social withdrawal. AAT involves goal-oriented sessions conducted by trained professionals, with therapy animals undergoing specialized behavioral training and temperament assessments. Ethical practice prioritizes both client and animal welfare through screening, informed consent, supervision, and regular care standards. Although AAT is gaining recognition globally, legal protections and insurance coverage for therapy animals remain limited in India. When practiced responsibly, AAT can foster healing through connection, trust, and emotional comfort.

Over the past decade, the internet has witnessed a proliferation of AI companies claiming to enable bereaved individuals to create griefbots of their deceased loved ones. Griefbots are generative AI conversational systems fine-tuned on the digital remains of the deceased to imitate their linguistic and behavioural patterns. Scholars have examined various advantages and drawbacks associated with incorporating griefbots into the mourning process. Krueger and Osler (2022) have discussed griefbots as potential transitional objects that assist bereaved individuals in readjusting to daily life following their loss and in reformulating their relationship with the deceased as a continuing bond. Stokes (2021) has focused on the ethical concerns surrounding these technologies, particularly regarding the potential violation of the deceased's rights and dignity. Lindemann (2022) has analysed the risk factors associated with griefbot use, advocating for their regulated implementation as a possible aid for individuals experiencing prolonged grief disorder. The present analysis focuses on the implications of griefbot use for the bereaved's wellbeing and autonomy. Section 1 provides a definition and comparison of the Freudian relinquishment theory and the continuing bonds perspective. Section 2 outlines Krueger and Osler's (2022) and Stokes's (2021) positions concerning griefbots. Section 3 examines potential risks associated with these technologies in the grieving process. First, it considers whether griefbots can be classified as transitional objects in comparison with other affective artifacts. Secondly, it explores the possibility of self-deception among grieving users when interacting with griefbots. Thirdly, it analyses the potential risk of isolation and detachment from reality resulting from such interactions. Finally, Section 4 proposes how the representational model of griefbots could mitigate the aforementioned risks.

The concepts of felt and enacted stigma (Scambler and Hopkins, 1986(1)) are well established in epilepsy research. However, more recent research tends to focus on either those doing the stigmatising or utilises quantitative methodologies, exploring daily occurrences of stigma for those with epilepsy. The current study aims to explore the concept of felt stigma in today&#x27;s society, arguing that a return to a phenomenological approach would allow people with epilepsy to discuss issues of importance to them, seeing them as the experts on this concept (Byrne, 2001(17)).

Background: Postpartum blues is a mild emotional problem that often occurs in mothers after childbirth, especially during the first week. If not promptly recognized and managed, it can develop into a more serious psychological issue. Support from a partner, especially the father's role as a breastfeeding father, is crucial. In traditional communities such as the Ammatoa Kajang, the father's role is shaped by cultural values and social systems that separate male and female roles. Objective: This study aims to explore the meaning, obstacles, and potential of the father's role in preventing postpartum blues among breastfeeding mothers within the Ammatoa culture in Tana Toa Village, Bulukumba Regency. Methods: This research uses a qualitative phenomenological approach with Colaizzi's analysis. Informants included traditional leaders, healthcare workers, and fathers of postpartum mothers, selected purposively. Data were collected through in-depth interviews and group discussions, then analyzed thematically. Results: Five main themes emerged: (1) the meaning of the father's role after childbirth, (2) understanding of postpartum blues, (3) husband-wife communication after childbirth, (4) obstacles fathers face in providing support, and (5) expectations regarding the father's role. Findings: The results show that although traditional norms strictly regulate gender roles, there is room for change in the father's role as an emotional and spiritual companion during the postpartum period, in line with the values of kalumannyang, amaradekang, and pasang ri Kajang. Conclusions: The father's role as a breastfeeding father in the Ammatoa indigenous community can be strengthened with a more progressive cultural approach. Community-based education and local values are essential to develop the father's role as protector, caregiver, and emotional balance keeper for the wife, thus helping to prevent postpartum blues.

Introduction and Purpose: Optimal social participation, which is the ultimate goal targeted by rehabilitation professionals for their clients, can be defined as perfect congruence between an individual's expectations and reality. Work-family dynamic requires balance between the different spheres of a worker's life. The purpose is to explore the perception of rehabilitation professionals regarding their optimal social participation based on work-family conciliation, and the factors they identify as influencing this participation. Method: Qualitative study with a phenomenological orientation among 13 rehabilitation professionals using an interview guide consisting of open questions. The data was audio-recorded and transcribed in full (verbatim) followed by content analysis. Analysis was carried out systematically to achieve a better understanding of the facts. A proportion of the analysis (approximately 10%) was coded by another team member for validation. Results: Participants were mostly women (12/13) aged 31 to 44 years having one to three children aged from 7 months to 12 years old. Optimality of participation is perceived as the ability (or not) to carry out important activities while fulfilling one's various responsibilities. Of the five environmental factors perceived to have an influence (financial aspects, spousal support, time, flexible work schedule, and family organization), family organization appears to be a determinant of possibility and thus greatly influences individual expectations. Work-life balance is a complex phenomenon that should be studied holistically rather than in a segmented mode.

The transition from the 1960s to the 1970s marked a paradigm change in religious education in England, moving from a confessional, Bible-centred approach to a multi-faith and phenomenological model that came to include non-religious worldviews as well. This transition, influenced by growing multiculturalism, redefined the aims and content of the discipline, giving empathy a more central role. Drawing on Bell's threefold model of religious education syllabuses developed since the 1944 Education Act, this paper examines how empathy has been incorporated into curricula and textbooks. Through the analysis of syllabuses, textbooks, and guides for teachers, it explores how paradigm shifts and objectives of social cohesion shaped the integration of empathic competence.

The drive-force of Ernst Calypso's most recent successes in Gonaives is internally profound. Ernst Calypso’s recent successes can be meaningfully understood through the psychological, philosophical, and socio-cultural lens of grief, particularly the enduring loss of his late father as a central motivational force. Grief, far from being a purely debilitating emotional state, often functions as a dynamic process that reshapes identity, purpose, and agency. Contemporary grief theory challenges earlier pathological models by framing bereavement as an adaptive and meaning-making experience rather than a fixed disorder (Granek, 2010). In this context, Calypso’s trajectory reflects how unresolved emotional bonds and internalized paternal influence can catalyze ambition, resilience, and creative output. His achievements are not simply professional milestones but can be interpreted as expressions of ongoing attachment, where grief becomes a driving psychological energy that fuels perseverance and self-definition. This paper on Ernst Calypso’s recent successes demonstrate how grief over the death of a father can become a powerful force for motivation, meaning-making, and resilience, shaping both personal identity and public achievement.

Coaching is a relatively new leadership style in Irish schools, but its potential is being supported by the Department of Education and Skills since 2015. This study considers the challenges and obstacles to building a coaching culture within Irish schools, recognising that as a leadership style, it is relatively unknown. It considers school cultures and the challenges as well as the opportunities leaders face in building a coaching culture. A mixed methods study consisting of a quantitative survey (n = 48) followed by semi-structured interviews (n = 12) was the chosen method, using statistical analysis (SPSS) and thematic analysis (Nvivo) to analyse the data. The results indicate that leadership coaching facilitates reflective practice for leaders and those they manage, leading to a distribution of practice that facilitates distributed leadership, therein building leadership capacity and enhancing teacher/leader well-being. However, time, workload and creating a culture of coaching in schools are still challenges, as leadership coaching is still a new and unknown leadership concept. The findings suggest that it is vital that the support services endorse its value, that time is allocated to supporting coaching and that staff need both CPD and further education on what coaching entails in order to build a coaching culture in Irish schools.

COVID-19 lockdown presented a novel opportunity to study the experiences of people attempting to maintain friendships in the context of worldwide, government-enforced physical distancing and lockdown. Here we report on an experiential, idiographic qualitative project with a purposive sample of Scottish students. Data was collected via one-to-one on-line interviews with nine student participants (N = 9). Data was transcribed and analyzed using Interpretative Phenomenological Analysis (IPA). Analysis highlighted three group-level experiential themes (GETs) and associated subthemes. Participants’ shared experiences of maintaining friendships were reflected in a dynamic process by which (1) ‘changes to communication’ were associated with experiences of (2) ‘effort and balance’ across friendships. Participants reported becoming particularly aware of the psychological processes involved in maintaining friendships, in turn, this was associated with (3) ‘reflection and growth.’ These experi...

Increasing evidence supports the efficacy of body-oriented psychotherapy (BPT) for schizophrenia. Yet, so far no research has investigated outcome in relation to therapy process: Why and how BPT is effective. In this study, we qualitatively explore participants&#39; experience of a manualized BPT for schizophrenia to shed light on the process of therapeutic change. We conducted in-depth interviews with 6 participants who completed a 10-week BPT group intervention. Interviews explored participants&#39; experience of change and helpful aspects of therapy and were analysed using interpretative phenomenological analysis. We identified six master themes across the interviews: (i) Being a whole: body-mind connection; (ii) Being agentic and being able; (iii) Being unique and worthy: Being accepted for who one is; (iv) Changing interactions: Engaging in authentic interpersonal contact; (v) Being part of a group: Feeling integrated; and (vi) Hope and investing in the future. We discuss the c...

Hospital health care professionals (HCPs) play a vital and crucial role in saving the lives of patients afflicted with the coronavirus disease 2019 (COVID-19). As the incidence of the disease keeps increasing, health care workers in hospitals face difficulties in discharging their duties. This study aimed to describe the lived experiences of HCPs. Particularly, it determined their challenges, motivations and coping strategies to craft grassroots policies for the enhancement of health care delivery in the Northern Philippines. Employing a phenomenological study design, 24 study participants were purposively selected and their narratives were elicited through focus group discussion. Responses were transcribed verbatim. After data analyses, the challenges, coping strategies and motivations of HCPs were identified. Results revealed that HCPs experienced a lot of challenges. Some of these were brought by the rapid changes in their environment as HCPs. Moreover, there was lack of comprehe...

Community Health Care Workers (CHWs) play a crucial role in the pandemic response, especially in developing countries like the Philippines. However, there is a lacuna of interdisciplinary studies exploring their first-hand experiences. This study framed in Giddens' structuration aimed to describe the lived experiences of CHWs along with the role of structure and agency to the challenges, motivations, and coping strategies of CHWs in crafting grassroots policies for the enhancement of healthcare delivery in Cagayan, Northern Philippines. Employing the phenomenological method, forty-six ( ) study participants were purposively selected. Their narratives were elicited through Focus Group Discussion (FGD) using a semistructured interview guide, and their responses were transcribed verbatim. Results revealed that the CHWs experienced many challenges: unpreparedness, a new concept of space, personal and social consequences of COVID-19, particularly fear and discrimination, and limited human and material resources. However, they remain motivated to serve their community. Thus, CHWs are potent actors in the COVID-19 response of Cagayan, Northern Philippines.

Research on vocabulary work has yielded a rich understanding of importance and approaches of vocabulary teaching and learning. Nevertheless, relatively lacking is detailed descriptions of how vocabulary work is done in real-life classrooms, in particular bilingual, English as Second Language (ESL) classrooms where participants have different first language (L1) than the target language (L2). Based on a corpus of 43 h of video recordings of two ESL schools in Bangladesh, this study offers a conversation analytic insight into how vocabulary work is done in such classrooms. The research questions guiding this study are as follows: How is pedagogical translanguaging deployed and managed in the accomplishment of vocabulary work in bilingual EMI classrooms in Bangladesh? How are vocabulary explanations and inquiries collaboratively initiated, negotiated, and completed by both teachers and students in and through classroom interactions in those EMI settings? Focusing on two categories of vocabulary work: teacher-initiated vocabulary explanations (VEs) and student-initiated vocabulary inquiries (VIs), the study analyzes how vocabulary work is collaboratively extracted and explained in these ESL settings. The findings contribute to current social interactional literature on vocabulary work shedding light on students' engagement as a resource and participants' focus on "form".

Introduction: - Anticipated stigma or the fear of future prejudice, discrimination, and stereotyping is a bad experience that harms the mental and physical well-being of individuals with chronic illnesses. Exploring the lived experiences of anticipated stigma is crucial for enhancing the standard of care for all patients, especially in countries with few resources. With this context, the goal of this study was to explore the experiences of chronic illness patients who attended follow-up clinics in the Amhara Region Referral Hospitals in Ethiopia. Methods: Twelve participants with chronic illnesses were interviewed using semi-structured questions after being purposefully chosen from the University of Gondar Specialized Hospital and Felege Hiwot Specialized Hospital. The data were analyzed using an interpretative phenomenological inductive approach. Results: - The overarching category was &quot;Living with stigmatized identities.&quot; The three main themes identified were chronic ill...

Background: Videogame monetisation methods have become a billion-dollar industry. Concerns surrounding micro-transaction use and potential negative psychological impact have become prevalent in recent years. For example, there is a suggested association between loot box buying and problem gambling, although this does not capture the nuanced experiences of players with a broad range of micro-transactions. Aim: The present study aimed to identify convergences and divergences in videogame player experiences with micro-transactions, using interpretative phenomenological analysis. Method: Eleven participants took part in online semi-structured interviews. Interviews focused on participants' feelings, beliefs and motivations surrounding micro-transaction use. Results: Six super-ordinate themes were identified: (i) self-control vs. impulsivity, (ii) motivations for use, (iii) obligation to play after purchases, (iv) guilt and regret, (v) feeling tricked or cheated and (vi) comparing microtransaction use and gambling. Sub-themes relating to motivations for micro-transaction use and comparisons between micro-transaction and gambling also emerged. Conclusions: Key motivations for micro-transaction use were giving back to or 'rewarding' game developers for their work and social connectedness. Participants who engaged with battle pass micro-transactions often felt a sense of obligation to continue playing the game after purchasing. Micro-transaction use was explained by participants' need for autonomy, relatedness, and competence. It is recommended that cognitive behavioural therapy could be used to treat maladaptive cognitive beliefs related to micro-transaction use.

This qualitative research study examines the contributory factors behind the failure of Bachelor of Science in Criminology students in the Competency appraisal course. The Competency appraisal course is a pivotal component of the criminology program and is designed to evaluate students' readiness for professional practice. However, a notable number of students struggle to meet the course requirements, raising concerns about the underlying causes of their failure. The study recruited students who failed the course using the sampling method to capture in-depth insights into their experiences. Through in-depth interviews with students who failed the course, the study explores their experiences, challenges, and perceptions. Thematic analysis revealed several key factors contributing to their failure, including inadequate academic preparation, difficulty understanding complex course materials, ineffective study habits, and limited engagement with course activities. Additionally, external factors such as financial constraints, family responsibilities, and lack of mentorship were identified as significant barriers to success. The findings highlight the multifaceted multifaceted nature of the challenges faced by criminology students, emphasizing the interplay between academic, personal, and environmental factors. The study recommends targeted interventions, such as providing academic support programs, fostering stronger student-instructor relationships, and addressing non-academic barriers to learning. By addressing these contributory factors, the study aims to enhance student performance and ensure that criminology graduates are better equipped to meet the demands of their profession.

Hatton and her colleagues at the Queen Elizabeth Hospital Birmingham and Birmingham Children's Hospital, the time you provided and ideas you helped generate were the foundations of this project. To my research team, Dr Carolyn Gordon and Ms Jackie Knibbs your knowledge, support and dedication to supervising this project is much appreciated. To my friends and family, your support during this entire process has been admirable, and I am truly grateful for all the love and care you have shown me over the course of my life and particularly during the past three years. To my grandparents, who's experiences in part lead me to explore the topics within this project, your bravery and determination are nothing short of inspirational. Particularly, my Nan, the courage and love you displayed whilst undergoing treatment, will stay with me forever. Thank you to all my fellow trainees who have been both a source of inspiration and support. To my delightful yet mischievous dog's Oscar and Winston, your thirst for life and unprecedented love and companionship has made this process more tolerable. Our impromptu play times, and your loving eyes reminding me it's time for walkies, has helped remind me of the importance and value of enjoying everyday life. Finally, my partner Andy. You have supported me throughout this entire journey, from my undergraduate degree until now, forever offering encouragement and support. You help bring out the best in me, and for that I am truly grateful. xi Declaration This thesis is an original piece of my own work, that has been submitted for the Clinical Psychology Doctorate at the Universities of Coventry and Warwick. The work detailed with this project has not been submitted for any other qualification or to any other institution. Emergent findings from the empirical paper will be presented as a poster presentation at the University of Warwick Postgraduate Research conference. The thesis was undertaken with the academic and clinical

Young people who have experienced the secure estate as a result of being involved in offending behaviour are particularly vulnerable to poor life outcomes (unemployment, poor education, mental health difficulties, social exclusion etc.). This research project focusses on three young people's perspectives of their own transition from the secure estate into education, training or employment in order to contribute to the growing knowledge base around this population of young people. This contribution is in the form of an interpretation by the author of these idiographic accounts of transition. The young people were identified by professionals within the Youth Justice System. Each young person was interviewed about their experience of transition twice in the secure estate and once following release. Interviews were transcribed verbatim and analysed using Interpretative Phenomenological Analysis. Converging themes emerged from all three participants around their experiences of social exclusion as young people involved in offending behaviour, and the challenge they perceived in separating from offending behaviour. Diverging themes emerged between the young people in terms of one young person's experience of institutionalisation, and two young people's goal directed approaches to transition.