The purpose of this study is to conduct an investigation of the lived experiences of asthma and sporting embodiment in non-elite sportspeople of different ages and levels of ability, involved in a range of sports. Asthma is characterised as a breathing disorder and the aim of this research is to add to embodied literature by providing ‘fleshy’ realities of the moving, sweating, sensuous sporting body, which holds meanings, purposes and interests for people who experience sport with asthma. Breathing is not only a physiological process, but it is also cultural and people may deal with their asthma symptoms in ways that reflect cultural attitudes embedded in sport. This qualitative study addresses five exploratory questions: 1) How do sportspeople experience asthma? 2) How do sportspeople negotiate their asthma and sporting identities? 3) How do emotional dimensions play a role in sportspeople’s asthma and sporting experiences? 4) How do perceptions of environment and illness shape one another by examining the relationship between the body, the self and environment? 5) What is the role of trauma in sportspeople with asthma? 6) How do key senses (sound) play a role in sportspeople’s asthma and embodied sporting experiences? Through a symbolic-interactionsist and phenomenological-inspired approach, this research places emphasis on the mind-body-self nexus in relation to sensory experiences with a focus upon the centrality of the ‘visceral’ body in the relationship between self-consciousness and the self. A bodily disruption (e.g., asthmatic attack) is likely to heighten awareness of the body-self and contingency and may amplify how sportspeople listen to their own embodied selves when engaged in sporting action. Therefore, sportspeople may become even more acutely aware of, and attuned to, their breathing in ways that link the physiological, the psychological, the social and the environment. This may lead to a permanent re-ordering/negotiation of identities (e.g., athletic identity - asthma identity) through ‘emotion work’ and ‘somatic (auditory) work’ in which a concern with the body is central. The findings are represented as a typology consisting of Conformers, Contesters and Creators, which may be used as a framework to assist health care and sporting professionals in developing more appropriate and effective rehabilitation regimes for sportspeople, in order to improve the quality of treatment and outcomes.

Aim: The overall aim is to examine how a patient perspective, grounded in caring science, can be preserved and developed in the context of hospital care. Methods: The first study examines attitudes towards caring science in a clinical practice. Data were collected through focus group interviews with seven nurses, three head nurses and four senior preceptors. An interpretive approach guided the study. The results called for collaboration between clinical praxis and the academy, according to how caring science can be preserved and developed. Study II–III functioned in accordance with this goal and were conducted in collaboration with a hospital ward for people over seventyfive years of age. In an attempt to develop care the patients were invited to attend a team meeting. The data in these studies were collected using interviews and observations. Fifteen patients (study II) and nine nurses (study III) who had experienced patient participation in a team meeting participated. In these studies, a reflective lifeworld approach guided the research process. Study IV is presented as a general structure and philosophical examination in the light of Heidegger and Merleau-Ponty’s philosophies. Main Findings: To preserve and develop a patient perspective is strongly connected to existential issues, such as lived time, intersubjectivity and a meaningful existence. For the patients, vulnerability is exposed and increased when the need for hospital care arises. The team meeting is experienced as an emotional situation where existential dimensions need to be recognized. The nurses desire to develop caring is challenged by organizational and economic demands. Time presents both a possibility for an encounter as well as a threat to excellent care. Conclusions: There is a need to challenge narrow processes in modern health care that value the staffs’ work and the patients’ vulnerability in quantifiable measures of efficiency. The challenge is to take into account something that is invaluable - human existence. / <p>Akademisk avhandling som för avläggande av filosofie doktorsexamen vid Linnéuniversitetet försvaras vid offentlig disputation, 15 september 2014, klockan 10.30 i sal Myrdal, Hus K, Växjö</p>

Obesity and overweight issues are nationally recognized crises for African American women. A noteworthy gap remains in the literature regarding this population's experiences with excessive weight, specifically, the role of culture and social support networks on their experience with being overweight. Without an understanding of the experience and meaning of being overweight for African American women, physicians and clinicians will not be able to fully support African American women in their weight loss journeys. Using the social learning theory as a framework, the purpose of this phenomenological research study was to explore experiences of obese or overweight middle-aged African American women while discovering the roles of culture and social support network in those experiences. Twelve women participated in individual, semi-structured interviews with the researcher. All interviews were audiotaped, transcribed and thematically analyzed. Findings showed that emotional eating and over-indulgence contributed to their obesity; social support networks supported their behaviors in attempts to be supportive and non-judgmental and eating was a primary feature of social interactions and cultural events. Their stories showed how important eating was to African American women's relationships and social interactions and how the social environment may be contributing to the crisis of obesity in this population. This study's results could be used to help promote positive social change in this population by helping African American women develop weight management programs that also support their lifestyle and cultural focus on food. Furthermore, examining how to engage socially and balance the social elements with proper eating should be the focus of future research.

<p>The study aims to demonstrate the significance of educators lived experiences of stimulating children's physical development. It has been noted that children are occupying themselves with more and more sedentary activities, which may lead to that they do not develop motor skills at the pace expected. To understand educators lived experiences from a phenomenological hermeneutic perspective empirical relevance has been collected through narrative interviews. The results shows that educators find it difficult to understand the Curriculum goals for motor activity and that the desire to stimulate motor development is great, but the realization is conspicuous by its absence. The discussion highlights educator’s commitment and motivation and the importance of being a reflecting practitioner.</p> / <p>Syftet med studien är att belysa innebörder i pedagogers levda erfarenheter av att stimulera barns motoriska utveckling. Det har uppmärksammats att barn sysselsätter sig med allt mer stillasittande aktiviteter, vilket kan leda till att elever inte utvecklar motoriken i den takt som förväntas. Empirin har samlats in genom narrativa intervjuer för att kunna tolka pedagogers levda erfarenheter ur ett fenomenologisk hermeneutiskt perspektiv. Resultatet visar att pedagoger har svårt att tolka läroplanens mål för motoriken och att viljan till att stimulera till motorisk utveckling är stor, men handlandet lyser med sin frånvaro. Diskussionen belyser pedagogers engagemang och motivation samt vikten av att vara en reflekterande praktiker.</p>

<p>South Africa is reported to have the highest prevalence of HIV/AIDS infections in Sub-Saharan Africa. As a result the quality of life of families living with HIV/AIDS is negatively affected. Literature indicates that the majority of affected persons are young children and adolescents whose siblings or parents are infected with HIV/AIDS. Most affected adolescents are reported to have difficult social lives due to their parent&rsquo / s illness, difficult financial situations at home, stigma and discrimination within the society. The study attempts to explore the experiences of adolescents in households where the mother is HIV/AIDS positive. This research project is an exploratory study using a narrative approach within a qualitative methodological design. The study was conducted with 6 Xhosa-speaking adolescent boys (2) and girls (4) aged 12 to 15 years. An open-ended interview schedule was used to prompt participants to tell their stories. Data was collected by means of a voice recorder in order for adolescents to tell their stories. The responses were transcribed verbatim, translated and verified with the participants. The data were analysed by means of narrative analysis. The results indicate that most adolescent participants were coping with the mother being HIV/AIDS positive and maintained hope for their futures. Adolescents were coping due to support from friends and relatives. Some adolescents experienced rejection and discrimination. The biggest challenge in the home was due to socioeconomic status. The study is intended to benefit the community in terms of making recommendations to social workers at NGO&rsquo / s and the government sectors in terms of strengthening the existing support programmes in the community.</p>

The study aims to demonstrate the significance of educators lived experiences of stimulating children's physical development. It has been noted that children are occupying themselves with more and more sedentary activities, which may lead to that they do not develop motor skills at the pace expected. To understand educators lived experiences from a phenomenological hermeneutic perspective empirical relevance has been collected through narrative interviews. The results shows that educators find it difficult to understand the Curriculum goals for motor activity and that the desire to stimulate motor development is great, but the realization is conspicuous by its absence. The discussion highlights educator’s commitment and motivation and the importance of being a reflecting practitioner. / Syftet med studien är att belysa innebörder i pedagogers levda erfarenheter av att stimulera barns motoriska utveckling. Det har uppmärksammats att barn sysselsätter sig med allt mer stillasittande aktiviteter, vilket kan leda till att elever inte utvecklar motoriken i den takt som förväntas. Empirin har samlats in genom narrativa intervjuer för att kunna tolka pedagogers levda erfarenheter ur ett fenomenologisk hermeneutiskt perspektiv. Resultatet visar att pedagoger har svårt att tolka läroplanens mål för motoriken och att viljan till att stimulera till motorisk utveckling är stor, men handlandet lyser med sin frånvaro. Diskussionen belyser pedagogers engagemang och motivation samt vikten av att vara en reflekterande praktiker.

<p>South Africa is reported to have the highest prevalence of HIV/AIDS infections in Sub-Saharan Africa. As a result the quality of life of families living with HIV/AIDS is negatively affected. Literature indicates that the majority of affected persons are young children and adolescents whose siblings or parents are infected with HIV/AIDS. Most affected adolescents are reported to have difficult social lives due to their parent&rsquo / s illness, difficult financial situations at home, stigma and discrimination within the society. The study attempts to explore the experiences of adolescents in households where the mother is HIV/AIDS positive. This research project is an exploratory study using a narrative approach within a qualitative methodological design. The study was conducted with 6 Xhosa-speaking adolescent boys (2) and girls (4) aged 12 to 15 years. An open-ended interview schedule was used to prompt participants to tell their stories. Data was collected by means of a voice recorder in order for adolescents to tell their stories. The responses were transcribed verbatim, translated and verified with the participants. The data were analysed by means of narrative analysis. The results indicate that most adolescent participants were coping with the mother being HIV/AIDS positive and maintained hope for their futures. Adolescents were coping due to support from friends and relatives. Some adolescents experienced rejection and discrimination. The biggest challenge in the home was due to socioeconomic status. The study is intended to benefit the community in terms of making recommendations to social workers at NGO&rsquo / s and the government sectors in terms of strengthening the existing support programmes in the community.</p>

This phenomenological study was designed and conducted in a Post 1992 ‘new university’ situated in the UK. The aims of the study were a) to investigate inclusive practice amongst disabled students in higher education, b) to explore students’ perceptions on their lived experiences of the support provided c) to explore disabled students’ experiences of the process in gaining support d) to identify the kind of practices disabled students used to support their own effective learning in HE. A sample of 14 students, aged 19 to 56 volunteered to participate in the study. The study was underpinned by inclusive theory and equality policy provided for higher education institutions. Rich data from phenomenological interviews was analysed using thematic and narrative analysis. Analysis of the data uncovered new knowledge for lecturers and support staff in understanding disabled students’ lived experiences as they approached support systems and classrooms in higher education. The key findings involved a) barriers to communication and collaboration between students and lecturers, b) attitudes of staff and the asymmetries of power experienced by students in accessing support, c) issues around student anxiety, dependence and independence and ownership of learning, d) the idea that a reasonable adjustment could be unreasonable and embarrassing and evidence of tokenism in supporting students. The recommendations included a) the need for more in-depth training for all staff in equality and inclusive practice and inclusive course design, b) more support for students in negotiating their Study Needs Assessment, c) bridging the communication gap between Student Wellbeing, lecturers and students. The changes in funding to the Disabled Students’ Allowance came into force during 2016 which has consequently reduced or removed support for students who have disclosed a disability. Due to such changes, it will be even more important for universities to support the training of students, lecturers and support staff in creating and maintaining more inclusive environments in the future.

Magister Curationis - MCur / Mental health care for adolescents is currently provided in a range of settings world-wide. These include the pediatrics units, general hospitals and specialized in-patient units for adolescents. However, care in these specialized units has hitherto not been evaluated. A phenomenological approach as a method and design was chosen to enable participants to describe and explore the lived experiences of nurses caring for adolescents in specialized psychiatric units of the selected psychiatric hospital. A purposive sampling method was used to select respondents. In-depth interviews were conducted with nurses caring for adolescents with mental health problems. Data saturation was reached with seven respondents. Interviews were recorded with a tape recorder that was only accessible to the researcher. Data analysis followed Collazi’s style that included listening to the recorded data, transcribing, coding, and intuition, reflection, reducing and interpreting the data. Ethical clearance was obtained from University of the Western Cape Higher Degrees Committee. The researcher requested permission to conduct the study at selected Psychiatric hospital from the Medical Superintendent and research ethics committee. Informed consent was also sought for those who agreed to participate in the study. Participants remained anonymous as their identity was not revealed. Only information related to the study was collected. Anonymity was assured by omitting names from transcripts as participants were given numbers only rather than using their names. The in-depth interviews were conducted in a quiet office to ensure privacy and confidentiality.

Thesis submitted in fulfilment of the requirements for the degree Doctor of Technology: Design in the Faculty of Informatics and Design at the Cape Peninsula University of Technology, 2012 / The aim of the research is to explore design education and designing as social practice; working with and for others to inform a more sustainable and meaningful future. Ways in which the lived experience of participants in the discipline of design, in the culturally diverse university and community contexts can be harnessed for social benefit, are interrogated. Themes are explored around the value of different world views and forms of knowing in design education to inform design research, in order to extend the knowledge paradigm to include lived experience not only as site of knowledge formation, but also of wisdom acquisition. The thesis presents an amalgamation of professional practice, creative practice and narrative set in qualitative research methods appropriate to the designer and artist who desire to work with lived experience in the academic context. Lived experience informs all we do and each educational event and encounter ought to be appraised and responded to in a contextually sensitive way. An important aspect flowing from this amalgamation is the recognition and analysis of the coexisting relationships of the roles inhering in the educator and the student. In order to immerse oneself in research and teaching, all aspects of the process have to be lived and filtered through the senses. This implies resisting abstractions by grounding research, teaching, design and making in the experience of the moment. The original contribution of this research then, is the synthesis of design, art and narrative writing that accompanied in a parallel line, the academic writing process to culminate in this design folio — a testament to grounding the research project in practice. Pedagogical approaches and lived experience embodied as recontextualised expressions in design teaching, supervision and creative practice, are presented in the folio. The boundaries of qualitative methods were tested with narrative and life writing, autoethnography, poetry, studio observations, extensive journalling, drawing, photography and printmaking processes. The results showed that a phenomenology of the senses in creative work, and locating the designer in her or his biography, is where original and imaginative design resides. Social and cultural aspects are some of the foundation stones of design education and ought to be informants of the creative process until the finish. Furthermore, authentic openness is required in supervision and teaching to facilitate deep listening, interpretation, intuition and “in-seeing” in educational encounters. Finally, being an active creative practitioner in design teaching is as important if not more important than content knowledge in that discipline, since the active practitioner “becomes” the Other through the collective dimension of design work.