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1	Using Latent Semantic Analysis to Evaluate the Coherence of Traumatic Event Narratives Scalzo, Gabriella C 01 January 2019 (has links) While a growing evidence base suggests that expressive writing about a traumatic event may be an effective intervention which results in a variety of health benefits, there are still multiple competing theories that seek to explain expressive writing’s mechanism(s) of action. Two of the theories with stronger evidence bases are exposure theory and cognitive processing theory. The state of this field is complicated by methodological limitations; operationalizing and measuring the relative constructs of trauma narratives, such as coherence, traditionally requires time- and labor-intensive methods such as using a narrative coding scheme. This study used a computer-based methodology, latent semantic analysis (LSA), to quantify narrative coherence and analyze the relationship between narrative coherence and both short- and long-term outcomes of expressive writing. A subsample of unscreened undergraduates (N=113) who had been randomly assigned to the expressive writing group of a larger study wrote about the most traumatic event that had happened to them for three twenty-minute sessions; their narratives were analyzed using LSA. There were three main hypotheses, informed by cognitive processing theory: 1) That higher coherence in a given session would be associated with a more positive reported valence at the conclusion of that session, 2) that increasing narrative coherence across writing sessions would be associated with increasing reported valence at the conclusion of each session, and 3) that increasing narrative coherence over time would be associated with a decrease in post-traumatic stress symptoms. Overall, initial hypotheses were not supported, but higher coherence in the third writing session was associated with more negative valence at the conclusion of the session. Furthermore, relationships between pre- and post-session valence strengthened over time, and coherence, pre-session valence, and post-session valence all trended over time. These results suggest a collection of temporal effects, the implications of which are discussed in terms of future directions. trauma expressive writing latent semantic analysis machine learning narrative coherence Clinical Psychology
2	Teachers’ mo(u)rning stories: A living narrative inquiry into teachers’ identities on emergent high school inquiry landscapes 2013 August 1900 (has links) This particular telling and retelling from a living narrative inquiry (Clandinin & Connelly, 2000) into the early experiences of three high school science teachers – Beth, Joel, and Christina – explores the emergent inquiry landscapes constructed as we implemented a renewed, decolonizing, science curriculum in Saskatchewan founded on a philosophy of inquiry and on a broader, more holistic definition of scientific literacy, both Western and Indigenous. This inquiry draws on an ontology of lived experience (Dewey, 1938) and, more subtly, on the borderland of narrative inquiry and complexity science in order to illustrate the emergence and coming to knowing (Delandshire, 2002; Ermine, as cited in Aikenhead, 2002) of our identities in a way that avoids the reduction in complexity of our experiences. While my initial wonders persisted throughout the research as I lived alongside Beth, Joel, and Christina for two years, they diffracted into the contextualized wonder: how do we share a philosophy of inquiry with each other and with our students? As such, this inquiry is a sharing about our own identities, about our own agency, about identity work, and about which experiences we choose to (re)engage with as we attempt to (re)find the narrative diversity, both individual and collective, necessary to shift from enacted identities to 'wished-we-could-enact' identities. This exploration of our 'mo(u)rning stories', early experiences from our shifting identities after stepping through the liminal and onto emergent inquiry landscapes, or our 'stories to relive with' provides a language and context to our shifting identities and hence, to science education, as we move towards a more holistic and humanistic form of scientific literacy for all our students. What emerged through the enmeshing of our landscapes and through the construction of voids in existing practices, followed by deformalizations in assessment and planning, was the development of a way of sharing our philosophy of inquiry and hence, our shifting identities. The artifacting and sharing of our contextualized inquiry experiences highlighted the rich assessment making, and curriculum making experiences (Huber, Murphy & Clandinin, 2011) we shared with our students and highlighted a view of assessment as a relationship. As we told and retold our stories to relive with, our identities shifted towards those more akin to facilitator and anthropologist and away from sage and engineer/architect. science education narrative inquiry inquiry curriculum renewal assessment identity teacher identity decolonizing scientific literacy complexity complexity science borderland agency narrative diversity contextualized inquiry experience stories to relive with mo(u)rning stories holistic humanistic wished-we-could-enact identities emergence deformalizations professional development reductionism modernity positivism coming to knowing post-modern postmodern Indigenous First Nations ontology lived experience narrative coherence complexity reduction artifacting assessment making experiences curriculum making experiences assessment as a relationship liminality liminal assessment for learning assessment for inquiry’

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Using Latent Semantic Analysis to Evaluate the Coherence of Traumatic Event Narratives

Teachers’ mo(u)rning stories: A living narrative inquiry into teachers’ identities on emergent high school inquiry landscapes