Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

The aim of interpretative phenomenological analysis (IPA) is to explore in detail how participants are making sense of their personal and social world, and the main currency for an IPA study is the meanings particular experiences, events, states hold for participants. The approach is phenomenological (see Chapter 3) in that it involves detailed examination of the participant’s lifeworld; it attempts to explore personal experience and is concerned with an individual’s personal perception or account of an object or event, as opposed to an attempt to produce an objective statement of the object or event itself. At the same time, IPA also emphasizes that the research exercise is a dynamic process with an active role for the researcher in that process. One is trying to get close to the participant’s personal world, to take, in Conrad’s (1987) words, an ‘insider’s perspective’, but one cannot do this directly or completely. Access depends on, and is complicated by, the researcher’s own conceptions; indeed, these are required in order to make sense of that other personal world through a process of interpretative activity. Thus, a two-stage interpretation process, or a double hermeneutic, is involved. The participants are trying to make sense of their world; the researcher is trying to make sense of the participants trying to make sense of their world. IPA is therefore intellectually connected to hermeneutics and theories of interpretation (Packer and Addison, 1989; Palmer, 1969; Smith, in press; see also Chapter 2 this volume). Different interpretative stances are possible, and IPA combines an empathic hermeneutics with a questioning hermeneutics. Thus, consistent with its phenomenological origins, IPA is concerned with trying to understand what it is like, from the point of view of the participants, to take their side. At the same time, a detailed IPA analysis can also involve asking critical questions of the texts from participants, such as the following: What is the person trying to achieve here? Is something leaking out here that wasn’t intended? Do I have a sense of something going on here that maybe the participants themselves are less aware of?

/pdf/interpretative-phenomenological-analysis-1rd3eyxs1j.pdf

Interpretative Phenomenological Analysis

http://science.sciencemag.org/content/sci/201/4359/899.2.full.pdf

Phenomenology of perception.

From the Publisher: 
A Question of Identity 
Life on the Screen is a fascinating and wide-ranging investigation of the impact of computers and networking on society, peoples' perceptions of themselves, and the individual's relationship to machines. Sherry Turkle, a Professor of the Sociology of Science at MIT and a licensed psychologist, uses Internet MUDs (multi-user domains, or in older gaming parlance multi-user dungeons) as a launching pad for explorations of software design, user interfaces, simulation, artificial intelligence, artificial life, agents, "bots," virtual reality, and "the on-line way of life." 
Turkle's discussion of postmodernism is particularly enlightening. She shows how postmodern concepts in art, architecture, and ethics are related to concrete topics much closer to home, for example AI research (Minsky's "Society of Mind") and even MUDs (exemplified by students with X-window terminals who are doing homework in one window and simultaneously playing out several different roles in the same MUD in other windows). Those of you who have (like me) been turned off by the shallow, pretentious, meaningless paintings and sculptures that litter our museums of modern art may have a different perspective after hearing what Turkle has to say. 
This is a psychoanalytical book, not a technical one. However, software developers and engineers will find it highly accessible because of the depth of the author's technical understanding and credibility. Unlike most other authors in this genre, Turkle does not constantly jar the technically-literate reader with blatant errors or bogus assertions about how things work. Although I personally don't have time or patience for MUDs,view most of AI as snake-oil, and abhor postmodern architecture, I thought the time spent reading this book was an extremely good investment.

스크린 위의 삶 = Life on the screen : identity in the age of the internet

Emotion and Adaptation

"This book fills not only a gap but a wide cavern...I can not think of a better way for neophyte nurses to engage the human experiences and perspectives of their patients, nor can I think of a more relevant and comprehensive explanation of the philosophy and methods of existential phenomenology for seasoned researchers, scientists, and theoreticians."--Jacquelyn H. Flaskerud, PhD, RN, FAAN, UCLA School of Nursing While addressing a wide readership, this book focuses particularly on the nurse clinician and student, demonstrating how a humanistic philosophy and research methodology has the potential to illuminate the deeper meanings of health crises and universal human experiences like pain and spiritual distress.

Listening to Patients: A Phenomenological Approach to Nursing Research and Practice

"And so a lot of times I felt out of place, because you see all white faces. You know I'm the only fly in the buttermilk, so that took some getting used to ..." These words, shared by a black student during an interview for the present study, poignantly reflect the essence of the experience of being a minority student on a predominately white university campus. The impetus for this study of that experience was our realization that the graduation rate for black students was lower than the total rate for the university (four-year graduation rates are 19.6% versus 16.8%; five year rates are 36.1% versus 50.7). Available data provided no ready explanation for this discrepancy, although preliminary information from a research project concerning graduates of the university's nursing program indicated painful and alienating experiences among black students (Thomas & Davis, 2000). These early results led to a decision to enlarge the research team and to broaden the study to include students in other undergraduate majors. The purpose of this study was to obtain the first-person perspective of the students themselves, a perspective missing from most of the literature about the academic experience of black students. Review of Literature Minority groups in the United States currently constitute 25% of the overall population, and it is projected that before the year 2015 one-third of the population will consist of individuals culturally and ethnically different from the white majority (American Council on Education, 1988; U.S. Census Bureau, 1993). This national pattern of cultural change is also reflected on college campuses where increasing numbers of minority students are enrolling and, far too often, dropping out. Predominantly white institutions of higher education, in fact, often devote intensive efforts to minority student recruitment but find that subsequent retention is a significant problem. In predominantly white institutions, 70% of black students do not complete baccalaureate education compared to 20% of those from historically black institutions (National Center for Education Statistics, 1992; Steele, 1992). Throughout the 1990s the national college dropout rate for blacks was 20-25% higher than that for whites (Steele, 1999). This discrepancy is often explained by inferior academic preparation of black students prior to college entry. Extant data, however, strongly suggest that academic concerns are not paramount in the high attrition of black students (Echols, 1998) and certainly not the sole reason for their premature departure from campus (Steele, 1999). Given this possibility, attention must be given to nonacademic factors that influence attrition. In a meta-analysis of 113 studies covering research on minority students from 1970 to 1997, a number of social, academic, family, and institutional factors were found to be linked to academic success (Echols, 1998). Over 1500 institutions and 46,000 minority students (Hispanic Americans and Native Americans as well as black students) were represented in Echols' analysis. Supporting a theory proposed by Tinto (1975, 1987)--regarding the importance of social integration in promoting graduation--this analysis revealed that integrative experiences were a highly significant predictor variable. Negative or nonintegrative experiences (loneliness, alienation, and so forth) were positively correlated with voluntary withdrawal from college whereas positive or integrative experiences enhanced minority student persistence. Fostering educational attainment were factors such as an ability to be bicultural yet also maintain a cultural identity and to avoid becoming disheartened by racist events. Several authors suggest that the predominately white university campus does not present a hospitable atmosphere for minority student learning. If educational offerings are Euro-centric, culturally different students may feel unappreciated or come to devalue their own cultural group (Sue, Bingham, Porche-Burke, & Vasquez, 1999). …

/pdf/a-fly-in-the-buttermilk-descriptions-of-university-life-by-8t8a3n4h68.pdf

“A Fly in the Buttermilk”: Descriptions of University Life by Successful Black Undergraduate Students at a Predominately White Southeastern University

The purpose of this study was to describe mental health service recipients' experience of the therapeutic relationship. The research question was 'what is therapeutic about the therapeutic relationship?' This study was a secondary analysis of qualitative interviews conducted with persons with mental illness as part of a study of the experience of being understood. This secondary analysis used data from 20 interviews with community-dwelling adults with mental illness, who were asked to talk about the experience of being understood by a health-care provider. Data were analysed using an existential phenomenological approach. Individuals experienced therapeutic relationships against a backdrop of challenges, including mental illness, domestic violence, substance abuse, and homeless- ness. They had therapeutic relationships with nurses (psychiatric/mental health nurses and dialysis nurses), physicians (psychiatrists and general practitioners), psychologists, social workers, and coun- sellors. Experiences of the therapeutic relationship were expressed in three figural themes, titled using participants' own words: 'relate to me', 'know me as a person', and 'get to the solution'. The ways in which these participants described therapeutic relationships challenge some long-held beliefs, such as the use of touch, self-disclosure, and blunt feedback. A therapeutic relationship for persons with mental illness requires in-depth personal knowledge, which is acquired only with time, understanding, and skill. Knowing the whole person, rather than knowing the person only as a service recipient, is key for practising nurses and nurse educators interested in enhancing the therapeutic potential of relationships.

/pdf/take-my-hand-help-me-out-mental-health-service-recipients-1as3t87ukn.pdf

“Take my hand, help me out:” Mental health service recipients’ experience of the therapeutic relationship

Phenomenology has proved to be a popular methodology for nursing research. I argue, however, that phenomenological nursing research could be strengthened by greater attention to its philosophical underpinnings. Many research reports devote more page space to procedure than to the philosophy that purportedly guided it. The philosophy of Maurice Merleau-Ponty is an excellent fit for nursing, although his work has received less attention than that of Husserl and Heidegger. In this paper, I examine the life and thought of Merleau-Ponty, with emphasis on concepts, such as perception, intentionality and embodiment, which have particular relevance to the discipline of nursing.

https://trace.tennessee.edu/cgi/viewcontent.cgi?article=1023&context=utk_nurspubs

Through the lens of Merleau‐Ponty: advancing the phenomenological approach to nursing research

https://trace.tennessee.edu/cgi/viewcontent.cgi?article=1086&context=utk_nurspubs

Sandra P. Thomas

Papers

Listening to Patients: A Phenomenological Approach to Nursing Research and Practice

“A Fly in the Buttermilk”: Descriptions of University Life by Successful Black Undergraduate Students at a Predominately White Southeastern University

“Take my hand, help me out:” Mental health service recipients’ experience of the therapeutic relationship

Through the lens of Merleau‐Ponty: advancing the phenomenological approach to nursing research

What?s therapeutic about the therapeutic milieu?