This dissertation examines the resilience mechanisms of the newly emerging livelihood activities of peasants, farmers, and traders in rural areas in post-Soviet Uzbekistan. Women’s coping, preserving, and accumulating resilience demonstrate their capabilities for transforming and mobilizing assets to develop livelihood activities and expand them through social networks with the markets and state. The livelihood analysis is complemented by the examination of indigenous saving networks such as gap, and savings networks that are local and emerged during Soviet times such as chernaya kassa. These savings networks serve as a livelihood resilience mechanism for social and economic empowerment in the Tashkent region. These networks represent a collective movement and action against economic dependency of women on men and state micro-loan bank system to which women at the grassroots level do not resort to. These social and economic networks that do not require external donor interventions and function outside the mainstream economic assessment have been able to empower women for social justice, redistribution of resources, knowledge, voice, and conflict resolution in ways that are vital for peace and community development. Using in-depth interviews and narrative methodology, this study examines women’s indigenous conflict resolution practices used in rural communities. It examines such ceremonies as mavlud, ihson, Bibi Seshanba (Lady Tuesday), and Mushkul Kushod (Solver of Difficulties); healing practices; and grassroots peacebuilding methods. This research emphasizes how the conflict resolution practices of women are woven into their everyday life, and function autonomously from the hierarchical elite-driven Women’s Committees and state court systems established in Soviet times. Within the ethnographies of conflict at micro and macro levels, many local healers and otins (religious teachers) understand the structural roots of inequalities, which decrease women’s access to resources and consequently their fair distribution and women’s choices. These religious leaders use their discursive knowledge, based on Islam, Sufism, shamanism, and animism to challenge and transform women’s subordination, abuse, limited property rights, and other practices that impinge on women’s needs and rights. These female religious leaders, through different ceremonial practices, create space for raising the critical consciousness of women and transform the social order for maintaining organic peace in the communities.

This dissertation examines the resilience mechanisms of the newly emerging livelihood activities of peasants, farmers, and traders in rural areas in post-Soviet Uzbekistan. Women’s coping, preserving, and accumulating resilience demonstrate their capabilities for transforming and mobilizing assets to develop livelihood activities and expand them through social networks with the markets and state. The livelihood analysis is complemented by the examination of indigenous saving networks such as gap, and savings networks that are local and emerged during Soviet times such as chernaya kassa. These savings networks serve as a livelihood resilience mechanism for social and economic empowerment in the Tashkent region. These networks represent a collective movement and action against economic dependency of women on men and state micro-loan bank system to which women at the grassroots level do not resort to. These social and economic networks that do not require external donor interventions and function outside the mainstream economic assessment have been able to empower women for social justice, redistribution of resources, knowledge, voice, and conflict resolution in ways that are vital for peace and community development. Using in-depth interviews and narrative methodology, this study examines women’s indigenous conflict resolution practices used in rural communities. It examines such ceremonies as mavlud, ihson, Bibi Seshanba (Lady Tuesday), and Mushkul Kushod (Solver of Difficulties); healing practices; and grassroots peacebuilding methods. This research emphasizes how the conflict resolution practices of women are woven into their everyday life, and function autonomously from the hierarchical elite-driven Women’s Committees and state court systems established in Soviet times. Within the ethnographies of conflict at micro and macro levels, many local healers and otins (religious teachers) understand the structural roots of inequalities, which decrease women’s access to resources and consequently their fair distribution and women’s choices. These religious leaders use their discursive knowledge, based on Islam, Sufism, shamanism, and animism to challenge and transform women’s subordination, abuse, limited property rights, and other practices that impinge on women’s needs and rights. These female religious leaders, through different ceremonial practices, create space for raising the critical consciousness of women and transform the social order for maintaining organic peace in the communities.

Midwifery is a dynamic, ever changing, specialised field of nursing involving the care of women and childbearing families. Clients are central to the practice of midwifery and thus their well-being is the main focus of midwives. So, it is not surprising that much of the relatively small body of midwifery research is client focused. As a result, client perspectives have been studied in a number of ways, regarding several aspects of midwifery care. This research, however, aimed to consider midwifery from the midwives' perspective by exploring the everyday encounters of everyday midwives who are working in institutional settings, and identifying the ethical aspects of those encounters. From the researcher's standpoint, it is clear that midwives' everyday encounters are ethical encounters and have potential to be either beneficent or harmful. There was, however, uncertainty that midwives recognized this "everydayness" of ethics. This research sought to clarify the place of ethics within midwives' everyday activities. A further purpose was to ascertain how the ethics that entered into the encounters and activities midwives participated in on a daily basis had affected their practise, their profession and/ or themselves. In doing this, the intent was to broaden the understandings of the ethical dimension of the practice. A particular ethical approach was adopted for this project. It is a view of ethics where persons have regard for, and responsibility toward, each other (Isaacs, 1998). The fact that midwifery is a social practice was expected to be significant in both the everyday encounters that midwives experienced and the ethical responses to those encounters. Members of social practices share an overall purpose and have a moral obligation or desire to practise ethically. As they share a culture and a covenantal commitment to care for those the profession seeks to serve - in a context of gift, fidelity and trust (Isaacs, 1993; Langford, 1978), it was anticipated that midwives would, generally, work in an ethically laden "world". Narrative research offered an appropriate framework for investigating these dimensions of midwifery practice. Many authors have noted the value of story-telling for making sense, and illuminating the ethical features, of our lives. It is, Kearney says, "an open-ended invitation to ethical ... responsiveness" (2000, p. 156). By enabling the participants to tell their stories, rich, contextual narrative material was obtained. The researcher was able to engage with both the participants and the stories as audience. An introduction to the study is provided in Chapter One, while Chapter Two explains both why narrative inquiry was chosen for this research project and the framework that was utilised. The insights from the study are presented in Chapters Three through Six. Each chapter considers the issues and concepts arising from stories that involve midwives' relationships and interactions with a different group of people: midwives, institutions and administration ("them"), doctors and families. In Chapter Three different types of interactions between midwives and their colleagues are explored. Some of the issues that arise are the importance of understanding one's own values and the place of ethics in practice, as well as the need to "do ethics-on-the-run". Many ethical concepts are evident including autonomy, integrity and professional identity. Participants had many negative experiences, and some conveyed feeling a lack of support, threatened or overwhelmed. Conversely, some stories share very positive images of mutual understanding where midwives worked together empathetically. Chapter Four looks at how managers' interactions with midwives impacted upon them and their practice. Unfortunately, this seems to be mostly negative. The midwives convey a sense of feeling undervalued both professionally and personally. Doctors have their turn to interact with the midwives in Chapter Five. In this chapter it becomes evident that doctors and midwives view birth from different perspectives. The participants' stories tell of challenging situations that alert us to the fact that normal, in the context of birth, is not as simple and common place as one might think when doctors and midwives have to work together. Wonderful, positive stories of midwives and doctors working together told of the symbiotic relationship that these two groups of professionals can have when the client is the focus. The last of the insights chapters, Chapter Six, focuses on the relationships midwives have with families. Interestingly, these are the people they spoke of least, even though they are the people for whom the profession exists. Here the concept of midwife as friend is discussed. Then, through their stories some of the participants help us to learn how midwives work together with their clients, care about them, not just for them, and how their past experience has had a lasting impact on their practice. Professionalism (or a lack of it) was implicated as a possible cause of some of the participants' concerns, as was the improper use of power. Both of these concepts arose many times throughout the project. Chapter 7 discusses these issues in some depth. The final chapter provides an overview of midwives situated within their practice. An account is offered of how the participants see the future of their practice and it is questioned if midwifery is, in fact, a social practice with common goals. The thesis draws attention to the embeddedness of ethics in the everyday practice of midwives, and to the vital role that relationships play in midwifery practice. This suggests the need for a relational, contextual ethics approach if the practice is to flourish.

This narrative inquiry examines the stories told by eight young New Zealanders who have experienced specific difficulties with learning. At the time of being interviewed, they were aged from 9-14 years and participating in regular school classes. For the purposes of the study, being a student was identified as a key occupational role and failing to achieve tasks associated with this role was viewed as failure to achieve role competency. The issue of learning difficulties has been extensively researched but rarely from the perspective of young people. A primary goal of the study was to obtain young people's perceptions of the experience of learning difficulties. This is consistent with international moves to obtain the views of young people through research. Narrative interviewing procedures were used and participants were invited to talk about the things they enjoyed doing and felt they are good at doing, as well as the things they had trouble doing. They proved to be capable informants and provided a rich range of narrative data. Interviews were audio taped, transcribed and interview transcripts were synthesised into a story format. Each participant had the opportunity to check their story and give their final consent to its use as data in this thesis. As part of the analytical process, core narratives were constructed to capture the essence of each participant's story, their unique narrative voice, relationship with others and fundamental message. These narratives are presented in full, introducing participants as characters in their own story and revealing the nature of the stories told. In addition, thematic narratives drawn from the stories have been collated into three key categories, which relate to self and learning efforts, relationship with the social world and being occupational. The narrative analysis found that learning difficulties occurred as a negative interruption in the progressive course of participants' story, with the potential to compromise their sense of identity and well-being. However, the study also found that when participants chose to characterise themselves in relation to occupations or roles in which they felt most successful, they were able to express a more positive and holistic identity than that of being "learning disabled". Furthermore, in the context of an occupational narrative that included their talents and abilities, learning difficulties were not necessarily the determining factor in how life was for them or where their lives might go. The implication of the study's findings relate to the importance for young people of not only experiencing competency in significant occupations and roles, but also being seen to be competent. This underpins a positive sense of identity and well-being, which is likely to link to their future. They need to understand for themselves and for those around them to understand, that it is possible to be intelligent yet have trouble with basic numeracy and literacy skills. Empathetic adults have a vital role to play in providing the information, opportunities and supportive context in which young people develop an understanding of their occupational competencies and become competent human beings. There is a place for further narrative research with young New Zealanders; there are many stories from other perspectives yet to be told. Ongoing research conducted through an occupational lens is needed to understand the way in which young people with learning difficulties develop, or fail to develop, an understanding of themselves as competent occupational beings and how this supports or constrains their transition through adolescence into adulthood.

This narrative inquiry study examines the stories told by seven adult students about learning cognitive therapy and how they experienced being both the subject and the writer of their own case study. At the time of being interviewed, some were completing a Bachelor of Counselling or Alcohol and Drug Studies, while others had completed their counsellor training and had employment in their profession. The students completing the Alcohol and Drug Studies are also trainee counsellors with a particular specialisation. All students completed a ten day, introductory course in Cognitive Therapy. There has been limited research exploring the learning experiences of students on cognitive therapy training. There does not appear to be any research on either the use of self case study in Cognitive Therapy education or the student experience of self case study. The purpose of this study was twofold: firstly, to explore the students’ perspectives on what it was like to learn cognitive therapy and secondly, to explore the students’ experiences of completing a case study on themselves. In this study, narrative interviews were used to invite participants to tell their story. The interviews were audio taped and transcribed. The participants’ in depth stories when analysed, produced clear thematic content as well as unique accounts of personal learning journeys. Analysis involved rewriting each interview as a core narrative, structured to show each participant’s position when they began learning, the essence of the story line, their unique voice, the plot direction, the story’s climax, including the impact on their identity and finally, their core message. These narratives are represented by six short pieces of prose and a poem. The narrators and cognitive therapy are central characters in all stories. Thematic content was depicted as steps in a learning process. All core narratives were sent to each participant for checking that it captured their original story and its meaning. The findings were that adult counselling students found brief introductory training courses in Cognitive Therapy to be very effective for enabling them to learn the cognitive therapy model, to refine their cognitive therapy skills and to enhance their own personal development. Self case study has the potential to provide a complex, multi-dimensional learning opportunity facilitating deep learning. Self case study can result in transformative learning and the development of new stories of identity for the writer (and subject) of the case study. Individual student accounts suggest that Cognitive Therapy can be usefully adapted for some Maori and self case study can be a means of strengthening cultural identity. In addition, for some counselling student trainees, the process of doing a self case study may provide a means of working through childhood trauma. The findings provide some preliminary support for including use of self case study within the counselling curriculum. Self case study can provide opportunities for deepening learning about theory and practice, which is all the more potent when related to students’ own selves. Given support, students might be encouraged to complete self case study as a means of gaining significant personal development. Such curriculum changes would require additional expertise on the part of counselling educators. The narratives analysed in this study suggest that particular support may be needed to enable the safe self development of students from ethnic minority groups and also to provide well for those who had experienced childhood trauma. This is recommended as an area for further research. Given that Counselling education has the task of developing and preparing students for the Counselling profession, students’ perspectives on this experience, are an important and relatively underdeveloped area of research. There is a need for further research specifically on students’ learning experiences in Cognitive Therapy. Ongoing research is needed about the use of self case study as a learning opportunity for student learning and personal development.

The Master's thesis is associated to the research line 'Education and Arts' of the Post-graduation Program of Studies on Education in the Federal University of Santa Maria/RS. Therefore, the present thesis is aimed at investigating how teachers perceive the world of visual culture in the municipal school Elementary School Valentine Bastianello (school of nucleum) in the town of Dilermando de Aguiar - RS. The methodology was qualitative, marked by Investigation Based on the Arts - IBA. Thus, data were gathered through semi-structured interviews and narratives from images, beside of a field diary. The theoretical background of the research was constructed from the conceptions by Efland; FREEDMAN and Stuhr (2003); FREEDMAN (2006), Hernández (2000; 2006; 2007; 2008); MIRZOEFF (2003); BREA (2005); MARTINS (2008) and DIAS (2008). These authors disscuss the importance of the debates on visual culture in the curricula, the argument of this relationship in planning, teaching, and finally the relevance of the images and interpretations of visual representations. / A referida dissertação de mestrado está vinculada à Linha de Pesquisa de Educação e Artes do Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria/RS. Concebe como objetivos investigar como as educadoras percebem a cultura visual no universo da Escola Municipal de Ensino Fundamental Valentim Bastianello (escola-núcleo), no município de Dilermando de Aguiar - RS. A metodologia caracterizou-se por uma abordagem qualitativa, balizada pela Investigação Baseada nas Artes (IBA). Os dados foram agrupados por meio de entrevistas semi-estruturadas e narrativas a partir de imagens, além do diário de campo. O marco teórico da pesquisa foi construído a partir do diálogo com autores como EFLAND; FREEDMAN e STUHR (2003); FREEDMAN (2006); HERNÁNDEZ (2000; 2006; 2007; 2008); MIRZOEFF (2003); BREA (2005); MARTINS (2008) e DIAS (2008), os quais discorrem acerca da importância da discussão da cultura visual nos currículos, da discussão desta relação nos planejamentos de ensino, e finalmente a relevância das imagens e as interpretações das representações visuais.

abstract: Working with participants in schools for highly gifted students, this study asked adolescents to create a digital story to address the prompt, "How has your life changed since coming to this school?" Participant interviews were conducted in an attempt to determine how gifted students view their educational experiences and how those experiences influence the current development of self-identity. Digital story creation and photo elicitation methods were chosen in an effort to remove researcher bias and allow participant voices to be heard more accurately. Parent and educator interviews were also conducted. Data analysis was completed using narrative construction methods. Findings include several themes among participant self-identity influences including how labels affect participant's view of themselves, perfectionism and competitive drive function in each gifted child, necessity of intellectual challenge, appropriate learning environment helps to create self-confidence and self-identity, and grades are more important than learning for knowledge. / Dissertation/Thesis / Ph.D. Curriculum and Instruction 2014

Orientador: Corinta Maria Grisolia Geraldi / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-05T19:50:59Z (GMT). No. of bitstreams: 1 Oliveira_JoseAntonio_M.pdf: 844562 bytes, checksum: 3c1cc299af508d26f67604ecb8c9c38a (MD5) Previous issue date: 2005 / Resumo: Neste trabalho narro experiências e reflito sobre as tensões do trajeto de constituição do sujeito professor no trabalho docente em escola pública de Ensino Fundamental. Para isso, reconstituo processos e tensões expressas em três experiências: a do trajeto de constituição do próprio pesquisador como professor e a da interação com dois grupos de professores que se propuseram a trabalhar com a temática ambiental na escola. A primeira analisa a experiência como professor pesquisador e envolveu sujeitos da Rede Estadual de Ensino, na periferia de Campinas, São Paulo de 1992 a 1994. A segunda envolve o professor pesquisador coordenando trabalho de educação continuada em educação ambiental junto a educadores da Rede Municipal de Campinas e aconteceu de 1994 a 1996. A partir de fragmentos desses dois trajetos, tenta-se apontar lições relativas à formação do sujeito professor. Nessas lições, busca-se refletir também o percurso de constituição do professor pesquisador no programa da Pós-Graduação, a terceira experiência. A metodologia de pesquisa é a investigação narrativa, construída a partir da memória preservada também através de registros, dialogando com autores como: Larrosa, Certeau, Tardif, Foucault entre outros / Abstract: This work is a narrative of an experience and a reflection about the conflicts of the way of the teacher in his constitution as an elementary public school teacher. To this aim, I constituted the work made in three experiences: one is about the way of the researcher in his constitution, as a teacher. The other one is about the experience with two groups of teachers, which worked with the environmental theme at school. The first one analyses the experience as a teacher and involved state school teachers, from the suburb of Campinas, São Paulo, from 1992 to 1994. The second one involves the teacher as a researcher, coordinating a continuous education work in environmental education, together with City Hall teachers from Campinas, from 1994 to 1996. Through fragments of these two experiences, I tried to learn lessons related to the teacher¿s constitution. Through these lessons, I also reflect about the way of the constitution of the teacher researcher in the post-graduation program, the third experience. The research¿s methodology is the narrative research, constituted through memory and notes and also through readings such as: Larrosa, Certeau, Tardif, Foucault, among others / Mestrado / Ensino, Avaliação e Formação de Professores / Mestre em Educação

Abstract The present paper discusses mental violence on the basis of empirical narrations submitted by health-care employees and students. The general belief is that people who work or study in the health care sector are aware of the nature of mental violence – guided by ethic principles, their education and the requirements of health care professions – and recognize its impact on people's lives and health, work and studying. However, surveys indicate that mental violence occurs in health care communities between the patient and the professional helper and between staff members. This investigation falls in a category between nursing science and feministic research and features a narrative approach. In the theory section, I will discuss terms closely connected with mental violence and earlier investigations on that particular topic. I will also define what is meant with mental violence in this paper. The research material was collected at two stages in 2002–2006. The material for the first stage consisted of 32 letters from health-care employees and students, while that for the second stage was collected through discussions with those narrators who had given their consent and contact details in their letters. Analysed letters and interviews produced a total of 482 pages of text. At first I analysed the original empirical narrations of mental violence by applying parts of Labov's (1982) structural analysis, which were orientation, method, evaluation and solution. In this way the narrations could be reduced to the level of core narrations specific to individual and community. The individual-specific core narrations comprised the Narration of vulnerability, Narration of enthusiasm, Narration of questioning routines, Narration of being a newcomer, Narration of leadership and Narration of awareness, and the community-specific core narrations the Narration of a fatigued work community and Narration of work community as the victim of mental violence. I then analysed the individual-specific and community-specific core narrations by means of the Categorical-Content method, drawing up a complete narration of mental violence. The analysis involved two stages, of which the first involved formulating four narrations from the core narrations by means of the Categorical-Content method. The names of the narrations are the Narration of the arousing of mental violence, Narration of the means of mental violence, Narration of the consequences of mental violence and Narration of recovery from mental violence. On the basis of the above narrations, I then compiled stories connected with their contents by means of the Categorical-Content analysis method. The core narrations, specific to individual and community, account for the narrations that the persons participating in the research considered to be of significance to themselves. The complete narration of mental violence that I formed using the Categorical-Content analysis method represents general knowledge of the empirical narrations of mental violence written or told by the participating health-care employees and students. According to the complete narration, mental violence develops in communities where the conditions favouring mental violence are hierarchical structures, their negative bureaucratic operation and management methods, and economic recession and its consequences. Favourable conditions also include changes in community values. In conditions of this kind, the victims of mental violence, persons resorting to mental violence and those assisting in it make up a problematic system of interaction. Together they can exhaust the victim of mental violence and cause the feeling of complete fatigue and burnout, from which it is difficult yet possible to recover. For people fatigued by mental violence, recovery means efforts to reach a new beginning in life, regaining of life and loss of life. / Tiivistelmä Tutkimuksessani kuvaan psyykkistä väkivaltaa terveydenhuollon työntekijöiden ja opiskelijoiden kokemuksellisten kertomusten avulla. Terveydenhuollon työ- ja opiskeluyhteisöissä toimivien ihmisten uskotaan eettisten periaatteiden ohjaamina, koulutuksensa ja terveydenhuollon ammattien harjoittamisessa edellytettävien vaatimusten perusteella olevan tietoisia psyykkisen väkivallan luonteesta ja sen merkityksestä ihmisen elämään ja terveyteen, työntekoon ja opiskeluun. Tutkimukset osoittavat kuitenkin, että terveydenhuollon yhteisöissä ilmenee psyykkistä väkivaltaa sekä potilaan ja ammattiauttajan välisessä että henkilökunnan keskinäisessä vuorovaikutuksessa. Tutkimus sijoittuu hoitotieteen ja naistutkimuksen välimaastoon ja sen lähestymistapa on narratiivinen. Tarkastelen teoriaosassa psyykkisen väkivallan lähikäsitteitä ja aikaisempia tutkimuksia siitä. Lisäksi määrittelen, mitä tarkoitan psyykkisellä väkivallalla tässä tutkimuksessa. Kokosin tutkimusaineiston kahdessa eri vaiheessa vuosina 2002–2006. Ensimmäisen vaiheen aineiston muodostivat terveydenhuollon työntekijöiden ja opiskelijoiden kirjeet, joita sain 32. Toisen vaiheen aineiston kokosin keskustelemalla niiden kertojien kanssa, jotka antoivat kirjeissään suostumuksensa ja yhteystietonsa. Litteroidut kirjeet ja keskusteluhaastattelut tuottivat aineistoksi 482 sivua tekstiä. Analysoin aluksi alkuperäiset psyykkisen väkivallan kokemukselliset kertomukset soveltaen Labovin (1982) rakenneanalyysin osia, joita olivat orientaatio, menetelmä, arviointi ja ratkaisu. Näin kertomukset pelkistyivät yksilö- ja yhteisökohtaisiksi ydinkertomuksiksi. Yksilökohtaisiksi ydinkertomuksiksi muodostuivat Kertomus haavoittuvuudesta, Kertomus innostuneisuudesta, Kertomus rutiinien kyseenalaistamisesta, Kertomus tulokkuudesta, Kertomus johtajuudesta ja Kertomus tiedostamisesta. Yhteisökohtaisiksi ydinkertomuksiksi muodostuivat Kertomus väsytetystä työyhteisöstä ja Kertomus työyhteisöstä psyykkisen väkivallan uhrina. Tämän jälkeen analysoin yksilö- ja yhteisökohtaiset ydinkertomukset Categorical-Content -analyysimenetelmällä muodostaen psyykkisen väkivallan kokonaiskertomuksen. Analysointi sisälsi kaksi vaihetta. Ensimmäisessä vaiheessa muodostin ydinkertomuksista Categorical-Content -analyysimenetelmää käyttäen neljä kertomusta, joiden nimet ovat: Kertomus psyykkisen väkivallan kehittymisestä, Kertomus psyykkisen väkivallan menetelmistä, Kertomus psyykkisen väkivallan seurauksista ja Kertomus psyykkisestä väkivallasta toipumisesta. Edellä mainituista kertomuksista muodostin Categorical-Content -analyysimenetelmää käyttäen edelleen kertomusten sisältöihin liittyvät tarinat. Yksilö- ja yhteiskohtaiset ydinkertomukset kuvaavat niitä kertomuksia, joita tutkimukseen osallistujat ovat pitäneet merkityksellisinä itselleen. Categorical-Content -analyysimenetelmän avulla muodostamani psyykkisen väkivallan kokonaiskertomus edustaa yleistä tietoa tutkimukseen osallistuneiden terveydenhuollon työntekijöiden ja opiskelijoiden kirjoittamista ja kertomista psyykkisen väkivallan kokemuksellisista kertomuksista. Tämän kokonaiskertomuksen mukaan psyykkinen väkivalta kehittyy yhteisöissä, joissa psyykkiselle väkivallalle otollisia olosuhteita ovat yhteisöjen hierarkkiset rakenteet, niiden kielteiset byrokraattiset toiminta- ja johtamistavat sekä talouslama ja sen seuraukset. Otollisiin olosuhteisiin kuuluvat myös yhteisöjen muuttuneet arvot. Tällaisissa olosuhteissa psyykkisen väkivallan uhrit, psyykkisen väkivallan käyttäjät ja mukana toimijat muodostavat ongelmallisen vuorovaikutussysteemin. Nämä yhdessä voivat johtaa psyykkisen väkivallan uhrin uuvuttamiseen ja aiheuttaa hänelle kokonaisvaltaisen uupumisen ja loppuun kulumisen tunteen, josta toipuminen on vaikeaa mutta mahdollista. Psyykkisen väkivallan uuvuttamille ihmisille toipuminen merkitsee uuden alun tavoittelemista elämässä, elämän saavuttamista ja sen menettämistä.

Social constructionism offers a framework that acknowledges the predominance of language in the construction of meaning. Society at large has begun to question the assumptions that are made by empirical paradigms of science. Rather than looking for so-called “truth” social constructionism is interested in the values that underlie specific constructions of meaning. In this dissertation, reminiscence in older individuals is studied from the perspective of social constructionism. In social constructionism the unheard voices and the hidden subtexts are revealed. Most research up to now focuses on the meaning that reminiscence has for the teller of personal stories. Very little emphasis is placed in the current literature on the listener and even less acknowledgement is given to reminiscence as an activity that takes place in relationship. The emphasis in this study is therefore to include the listener in the ongoing conversation about reminiscence. Different voices are juxtaposed, with three participants writing about their experiences as listeners. The question of how reminiscence contributes to both meaning and identity is posed. A holistic content analysis conducted from a narrative perspective follows. To conclude, the author not only makes her own values explicit throughout the study, but invites the reader to become a participant and to add another voice to those voices included in the study. The reading of the study thus becomes an interactive process. Copyright 2005, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Beneke, M 2005, The way it was, the way it is : reminiscence as intergenerational construction of identity, MA dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-02242006-125424 / > / Dissertation (MA (Clinical Psychology))--University of Pretoria, 2007. / Psychology / unrestricted