While much has been written about the central role of reflexivity in qualitative research, there has been no empirical study of how researchers actually ‘do’ reflexivity. As interest in qualitative research continues to grow, data is needed to operationalize and map what is assumed to be a hallmark of the qualitative paradigm. A study was thus conducted to explore the role and use of reflexivity in qualitative research. In-depth interviews were conducted with 34 qualitative social work researchers to gather information about the use of specific reflexive activities at various points in the research process. Participants were from eight countries, with the majority (65%) from the US, and included researchers utilizing diverse methods and with varying degrees of experience. Interviewees described a wide array of activities, formal and informal, conducted alone or with others, that they utilized to support reflexivity; most also stated that they made use of reflexive actions as the need arose, depending on the nature of the project, rather than in a systematic way. Although the study generated a catalog of reflexive activities, ultimately the mechanism of reflexivity may not lie in the specific activity but in the attitude with which it is carried out.
The extrinsic and intrinsic factors that regulate the size and complexity of dendritic arborizations are still poorly understood. Here we identify Fjx1, the rodent ortholog of the Drosophila planar cell polarity (PCP) protein Four-jointed (Fj), as a new inhibitory factor that regulates dendrite extension. The Drosophila gene four-jointed (fj) has been suggested to provide directional information in wing discs, but the mechanism how it acts is only poorly understood and the function of its mammalian homolog Fjx1 remains to be investigated. We analyzed the phenotype of a null mutation for mouse Fjx1. Homozygous Fjx1 mutants show an abnormal morphology of dendritic arbors in the hippocampus. In cultured hippocampal neurons from Fjx1 mutant mice, loss of Fjx1 resulted in an increase in dendrite extension and branching. Addition of Fjx1 to cultures of dissociated hippocampal neurons had the opposite effect and reduced the length of dendrites and decreased dendritic branching. Rescue experiments with cultured neurons showed that Fjx1 can act both cell-autonomously and non-autonomously. Our results identify Fjx1 as a new inhibitory factor that regulates dendrite extension.
Purpose Within the conversation about insider/outsider positioning, little has been written about qualitative research when the researcher is also a participant. This article describes a unique situation in which co-researchers (doctoral interns) were also interviewees, inhabiting dual roles within a single study. Its purpose is to examine the potential benefits of this experience for the professional development of new qualitative researchers. Design/methodology/approach Reflections of the two co-researchers (doctoral interns) - taken from journals, memos, and team debriefing meetings - are analyzed thematically thematically by the lead researcher. Data extracts are used to illustrate key themes and illuminate cross-cultural comparisons. Findings The paper presents three core themes relating to vulnerability, and disclosure. The interns' participant/researcher experience sensitized them to the experience of those whose stories they sought to represent, suggesting that participation may offer a valuable means for developing research skills, just as the experience of personal therapy can help to develop clinical skills in the new therapist. Practical implications Despite the limited scope of this paper (i.e., the experience of two doctoral interns), findings suggest that the direct experience of non-dichotomized identity may be a useful way for a new researcher to appreciate the importance of relinquishing role, distance, and presumed authority within a post-modern framework of mutuality and co-construction. Originality/value In addition to the uniqueness of this experience of inhabiting dual roles within the research process, the interns’ different cultural backgrounds – and their different responses – suggests that cultural notions of position, authority, and relationship need to be taken into account in the professional development of new qualitative researchers.
Clinical social workers' commitment to social justice makes them acutely concerned about discrimination and dis-empowerment, and thus they are sensitive to the impact of stigma on persons diagnosed with a mental disorder. At the same time, it is important to explore whether clinicians' assumptions about psychiatric diagnoses as stigmatizing mesh with the views and experiences of those who actually receive and live with these diagnoses. To address this question, in-depth interviews were conducted with 30 individuals carrying a range of psychiatric diagnoses. Narrative and thematic analysis yielded several distinct narratives about living with a mental health label. For many participants, diagnosis brought validation; to be "named" was to be welcomed into one's tribe. For others, diagnosis meant reduction and mistranslation. Findings raise questions about the assumption that diagnostic labels necessarily bring shame and/or loss of self-efficacy. Without minimizing the impact of stigma, clinicians need to remain open to discovering how each client finds meaning in the diagnostic experience. Based on participants' use of deeply personal images, metaphor is proposed as a creative means for re-claiming identity. Implications for practice and further research are suggested.
The purpose of this qualitative follow-up study was to gain a better understanding of how social work research students' thoughts, feelings, and actions evolve during the course of a 15-week research course. Using a sample of 111 BSW and MSW social work research students and qualitative data collected at two time points concerning their current research experiences, the findings revealed a variation in the temporal process of students' thoughts, feelings, and actions about research. For many students their experience in research culminated in greater confidence, increased knowledge and skills, and appreciation of the value of research for social work practice. Internal and external obstacles and supports affected how well social work students navigated the research process. These findings have important implications for social work education and practice. Effectively engaging students in research can have long-term positive effects on achieving CSWE and NASW initiatives for the integration of research into professional practice.
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