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PSYC3102 - HSA3 > Week 6 > Flashcards

Week 6 Flashcards

1
Q

What is Narrative

A
  • Lies at the heart of being human
  • We are story telling animals
  • Way we make sense of and create order of chaos in the world
  • Expression of self through story telling
  • Stories help us heal
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2
Q

Narrative Approach

A
  • Dan P Adams 1993 - Stories we live by
  • Influenced by Silvan S Tomkins
  • Concerned with how stories shape personality
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3
Q

What does Narrative Do?

A
  • The way we define ourselves
  • Establish Temporal Continuity
  • Distinguish ourselves from others
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4
Q

Temporal Continuity

A

When we are key characters in our narratives
We present a version of ourselves
Past, Present & Future

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5
Q

Narrative Interpretation

A
  • An organised interpretation of a sequence of events
  • Atrributing agency to characters
  • Establish causal links between events
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6
Q

Three Components of Narrative

A

McAdams sees time as linear; from a western perspective
1. Beginning
2. Middle
3. End

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7
Q

Narrative has Two Functions

A
  • Emplotment
  • Creation of self-identity
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8
Q

Emplotment

A
  • Attempt to bring order to disorder
  • Organise a sequence of events into a linear plot
  • Disorder is a challenge to our daily life
  • Narratives are provisional
  • Subject to change as new information is discovered
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9
Q

Creation of Identity

A
  • We tell stories about our lives
  • This creates a narrative identity
  • This establishes Localised Coherence
  • Stability across different contexts
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10
Q

Narrative Identity

A
  • We begin construction in adolescence and continues through life
  • Internalised, evolving and integrative
  • Reflects our struggle to reconcile self image in context of life
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11
Q

Narrative Identity to Establish Coherence

A
  • address particular problems we encounter
  • specific points in the life course
  • have a social dimension
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12
Q

Narrative and Life Issues

A
  • Helps us make sense of specific issues in life
  • Young adults may use their stories to attract partners and intimacy
  • Parents try to instruct children in ways of the world
  • Midlife adults construct stories that support generativity (Erikson)
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13
Q

Social Dimensions of Narratives

A
  • Narrative Accounts are shaped by social context
  • Narrator frames the story
  • Story depends on the audience and broader social context
  • Groups as have narratives that shape identity - Jewish Diaspora
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14
Q

Master Narratives

A
  • Blueprints for people to follow when constructing their lives
  • Become embedded in culture
    e.g. go to school, graduate, find work, marraige and children
  • Gives us a sense of the arc of life
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15
Q

Problems of Master Narrative

A
  • Stigmatise those who don’t adhere to them
  • Give unrealistic expectations of happiness
  • Change with cultural and historical shifts
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16
Q

Two Culturally Dominant Master Narratives

A

Contemporary Western Ideas
1. Redemption Story
2. Contamination Story

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17
Q

The Redemption Story

A
  • Start of Bad and end Better
  • Some early blessing helps with later suffering
  • Gain insight or strength
  • Leads to positive outcome
  • Associated with greater well-being
  • Positive seed in a negative experience
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18
Q

Redemptive Stories - McAdams

A
  • Adults who show high generativity had identities with redemption narratives
  • American culture holds metaphors that run through history and heritage - think Oprah
  • Americans seem especially drawn to Redemption Narratives
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19
Q

Four Canonical Redemptive Stories

A
  1. Atonement
  2. Upward Socially Mobile
  3. Liveration
  4. Recovery
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20
Q

Narrative Arc - Atonement

A
  • Moves from sin to salvation
  • Massachusetts Bay Puritans who came to New World in 17th century
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21
Q

Narrative Arc - Upward Socially Mobile

A
  • Rags to riches stories
  • The underdog story
  • Canonised as The American Dream
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22
Q

Narrative Arc - Liberation

A
  • Historically animated social movements
    e.g. civil rights, women’s rights, LGBTQI+ rights
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23
Q

Narrative Arc - Recovery

A
  • Look back to a Golden Age or Paradise Lost that beckons to be refound
  • Stories of recovery from illness, addiction, abuse
    Again Oprah
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24
Q

The Contamination Story

A
  • Start off positively and end badly
  • The good becomes contaminated, ruined, spoiled
  • Contamination sequences overwhelm or pollute pre-existing positivity
    e.g. Ned Stark in Game of Thrones
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25
Q

Contamination Themes in Real Life

A
  • Tend to be connected with poor mental health
  • Lodi-Smith et al., 2009
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26
Q

2 Superordinate Narrative Themes

A

Mostly relevant in the Western World
1. Agency - Power
2. Communion - Love

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27
Q

Personal Agency

A
  • Ability to influence the course of your life
  • Not allowing external forces to brign you down
  • Prized in individualist cultures
  • The ‘fighter’ is a common protagonist - goes to battle in a struggle for vitality
  • linked with positive mental health
  • Thought that it is beneficial over physical illness - Adler et al., 2015
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28
Q

Locus of Control

A
  • You are the master of your own destiny
  • Your ability to hold agency over your life
  • Degree to which one believes that they have control over the outcome of events in their lives.
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29
Q

Communion

A
  • Drive for connection with others - Adler et al 2015
  • Prized on collectivist cultures
  • Often found in stories of physical health
  • Focus on social connections to regain vitality
  • Linked to positive mental health
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30
Q

Narrative Analysis - Epistomology

A
  • Contextualist Epistomology
  • Combines Critical-Realist and Social Constructionist
  • Apply data to pre-exisitng themes or codes
  • Not accept themes arising from the data
  • Existing codes could assist testing a hypothesis
  • Exposes language used in stories
  • Focus on how themes and metaphors shape understanding of phenomena
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31
Q

Collecting Narratives

A
  • Primary method of this research is Unstructured Interview
  • Simmilar to IPA tries to be Idiographic over Nomothetic
  • Creates detailed account of an experience
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32
Q

Two Types of Narrative Interview

A
  1. Narrative Interview - Particular experience
  2. Episodic Experience - Particular disruptive event
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32
Q

Two Types of Narrative Interview

A
  1. Narrative Interview - Particular experience
  2. Episodic Experience - Particular disruptive event
33
Q

Other Ways to Collect Narratives

A
  • Focus Groups
  • Personal Journal
  • Video or photo collage e.g. Instagram
34
Q

Information to Collect for Narrative Analysis

A
  • Detailed Biographical Information about participants
  • Background about central participants in their lives
  • Detailed log of each interview
  • Log is part of the data but also used to demonstrate Reflexivity
    e.g. Think structure of program Alone
35
Q

Analysis in Narrative Approaches: Step 1

A
  • Descriptive Reading - Similar to empathic summary in IPA
  • Prepare short descriptive summary with beginning, middle and end
  • Identify sub-plots in narrative
  • Establish the connections between sub plots
36
Q

Analysis in Narrative Approaches: Step 2

A

Interpretive Reading considers 5 Issues:
1. Structure
2. Tone
3. Dominant Themes
4. Context
5. Language

37
Q

Step 2: Structure and Tone

A
  1. Regressive Telling - Pessimistic
  2. Progressive Telling - Optimistic
  3. Stable Telling - Neutral, Objective, List of events

Note Epiphany Points that redirect narrative - e.g. Frozen

38
Q

Dominant Themes

A
  • Underlie Major Beliefs and Values
  • Coded for the prescence or absence of 4 Key Themes
  • Uses Coding guide - Redemption, contamination agency & Communion
  • Breaks down into sub-themes with examples
39
Q

5 Sub Themes of Redemption

A
  1. Sacrifice
  2. Recovery
  3. Growth
  4. Learning
  5. Improvement
40
Q

Redemption Subthemes - Sacrifice

A

The protagonist wilfully accepts or endures an extremely negative A in order to provide B.

41
Q

Redemption Subthemes - Recovery

A
  • The protagonist successfully obtains a positive state after losing it
  • Could be in healing, survival, regaining, recuperating.
42
Q

Redemption Subthemes - Growth

A
  • Negative experience leads to interpersonal growth
  • Also fulfillment, actualization, strengthening, individuation.
43
Q

Redemption Subthemes - Learning

A

A protagonist gains new knowledge, wisdom, skills, etc. from a negative event.

44
Q

Redemption Subthemes - Improvement

A
  • Something of catch all if subthemes doesn’t fit above
  • In a bad situation has negative outcomes
  • In a good situation has good outcomes
45
Q

Sub Themes of Contamination

A
  1. Victimisation
  2. Betrayal
  3. Loss
  4. Failure
  5. Physcal or Psychological illness
  6. Disappointment
  7. Disillusionment
  8. Sex
46
Q

Contamination Sub Themes: Victimisation

A

Physical or verbal abuse, theft.

47
Q

Contamination Sub Themes: Betrayal

A

Affairs, Telling Secrets

48
Q

Contamination Sub Themes: Loss

A
  • Significant others, job, money, property, self-respect, respect for another.
49
Q

Contamination Sub Themes: Failure

A

In school, sports, job, courtship.

50
Q

Contamination Sub Themes: Physical/Mental Injury

A
  • Experience of symptoms
  • Process of (mis)diagnoses
  • Unsuccessful treatment/intervention
51
Q

Contamination Sub Themes: Disappointment

A

Things do not turn out as expected, things go wrong.

52
Q

Contamination Sub Themes: Disillusionment

A
  • Correction of a positive misperception
  • Role model betraysown teachings.
53
Q

Contamination Sub Themes: Sex

A

Enjoyment turns to guilt, humiliation.

54
Q

Sub themes of Agency

A
  • Self Mastery
  • Status/Victory
  • Achievement/Responsibility
  • Empowerment
55
Q

Sub themes of Agency: Self-Mastery

A

The protagonist strives successfully to master, control, enlarge, or perfect the self.

56
Q

Sub themes of Agency: Status/Victory

A
  • Attains a heightened status or prestige
  • Receives special recognition or honour through winning a contest or competition.
57
Q

Sub themes of Agency: Acheivement/Responsibility

A
  • Substantial success in the achievement of tasks
  • Assumption of important responsibilities.
  • This is winning the war - not the battles
58
Q

Sub themes of Agency: Empowerment

A
  • Protagonist is enlarged, enhanced, empowered, through their association withsomeone or something larger and more powerful than the self.
59
Q

Sub Themes of Communion

A
  • Love & Friendship
  • Dialogue
  • Caring/Help
  • Unity/Togetherness
60
Q

Sub Themes of Communion: Love & Friendship

A
  • Protagonist receives erotic love or friendship
  • Friendship Refers primarily between peers and platonic
  • Love as i romantic or erotic partners
  • Exludes Child/Parent love
61
Q

Sub Themes of Communion: Dialogue

A
  • Reciprocal and non-instrumental communication with another person or group
62
Q

Sub Themes of Communion: Caring/Help

A
  • Protagonist provides care, assistance, help or aid for another
  • Could be physical, material or social
63
Q

Sub Themes of Communion: Unity/Togetherness

A
  • Captures communal idea of being part of a community
  • Protagonist experiences a sense of oneness with a group of people or even human kind
64
Q

Context

A
  • Personal Context - Experience of the individual
  • Societal Context - Broader Social Narrative; Sturcture everyday accounts
    e.g. Being an outsider
65
Q

Language - Metaphors

A
  • Lakoff & Johnson 1980
  • Metaphors are understanding and experiencing one thing in terms of another
  • Used to frame experiences
  • Reveal how we conceptualise the world
  • Imagery is equally powerful as a narrative tool
  • Useful in Propoganda
66
Q

Quality in Qualitative Research

A
  • Some say Reliability & Validity innapropriate in Qual research
  • Prefer the term trustworthiness - Braun & Clarke 2013
    Criteria exist base on
    1. Methodology - Yardley’s (2000) criteria for IPA
    2. Ontological Position - Madiull et al., 2000
    3. Trustiworthiness Concerns - Guba & Lincoln., 1982
67
Q

Big Tent Criteria

A
  • Criteria for excellent Qual Research
  • Tracy 2020
    1. Worthy topic
    2. Rich rigor
    3. Sincerity
    4. Credibility
    5. Resonance
    6. Significant contribution
    7. Ethical
    8. Meaningful coherence
68
Q

A Worthy Topic

A

The topic of the research is
* Relevant
* Timely
* Significant
* Interesting

69
Q

Rich Rigour

A

The study uses sufficient, abundant, appropriate, and complex:
* theoretical constructs
* data and time in the field
* sample(s)
* context (s)
* data collection and analysis process

70
Q

Sincerity

A

The study is characterised by:
* Self-reflexivity about values, biases, and inclinations of the researcher(s)
* Transparency about the methods and challenges
Can be demonstrated:
* First person pronouns (“I”)
* Reflexive statement
* Audit trail (look for a link to marked up transcripts, reflexive journal, memos)
* Acknowledgements section

71
Q

Credibility

A
  • Is the research plausible and persuasive?
    The research is marked by:
  • Thick description, concrete detail,
  • explication of tacit (nontextual) knowledge
  • Showing rather than telling
  • Triangulation (realist) or crystallization (relativist)
  • Multivocality (use of multiple and varied voices in analysis)
  • Member reflections: ““taking findings back to the field
  • Determining whether the participants recognize them as true or accurate” (Lindlof & Taylor, 2002)
72
Q

Resonance

A
  • Affects readers through empahtectic validity
  • Aesthetic, evocative presentation
  • Should be moving - at minimum should be clear and comprehendible
73
Q

Naturalistic Generalisations/Transferable Findings

A
  • Generalisability not a goal
  • Should have flexible transferability
  • This is decided by the reader based on thick description
  • Decide context & group is similar enough to constitute a safe transfer
74
Q

Significant Contribution

A

The research provides a significant contribution
* conceptually/theoretically
* practically
* morally
* methodologically
* heuristically
Questions to ask: “Does the study extend knowledge?”; “Improve practice?”; “Generate

75
Q

Ethical

A

The research considers:
* procedural ethics (such as human subjects)
* situational and culturally specific ethics
* relational ethics
* exiting ethics (leaving the scene and sharing the research)

76
Q

Meaningful Coherence

A

The study:
* achieves what it purports to be about
* uses methods and procedures that fit its stated goals
* meaningfully interconnects literature, research questions/foci, findings, and interpretations with each other

77
Q

Impact of Colonisation

A

Indigenous people who are alive today have experienced significant trauma
* Exposed to violence
* Dispossed of Land
* Forcible removl of children
* Not allowed in public area s
* Curfew
* Denied education and medicine
* Forced labour and government appropriation of their earnings

78
Q

Legacy of Colonisation

A
  • Amplified by oppressive government policy
  • creates intergeneral trauma
  • perpetuates negative stereotypes
79
Q

Health & Wellbeing

A
  • Attributions comprise beliefs we have about causes of disease and wellbeing
  • Reflected in two key models of hHeallth
    1. Biomedical Health
    2. Biopsychosocial Model of Health
80
Q

Indigenous Concepts of Health & Wellbeing

A

Includes the Following Components
* Physical Wellbeing
* Social Wellbeing
* Emotional Wellbeing
* Mental Wellbeing
* Environmental Wellbeing
* Cultural Wellbeing
* Spiritual Wellbeing

81
Q

Conducting Culturally Safe Research

A
  1. value diversity
  2. conduct self-assessment
  3. manage the dynamics of difference
  4. acquire and institutionalise cultural knowledge
  5. adapt to diversity and the cultural context of communities you serve

PSYC3102 - HSA3 (12 decks)

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