Lena W. Carawan

Psychosocial Experiences Associated With Confirmed and Self-Identified Dyslexia: A Participant-Driven Concept Map of Adult Perspectives

Concept mapping (a mixed qualitative—quantitative methodology) was used to describe and understand the psychosocial experiences of adults with confirmed and self-identified dyslexia. Using innovative processes of art and photography, Phase 1 of the study included 15 adults who participated in focus groups and in-depth interviews and were asked to elucidate their experiences with dyslexia. On index cards, 75 statements and experiences with dyslexia were recorded. The second phase of the study included 39 participants who sorted these statements into self-defined categories and rated each statement to reflect their personal experiences to produce a visual representation, or concept map, of their experience. The final concept map generated nine distinct cluster themes: Organization Skills for Success; Finding Success; A Good Support System Makes the Difference; On Being Overwhelmed; Emotional Downside; Why Can’t They See It?; Pain, Hurt, and Embarrassment From Past to Present; Fear of Disclosure; and Moving Forward. Implications of these findings are discussed.

Using photography and art in concept mapping research with adults with dyslexia

Reflexive photography for individual interviews and the use of art with focus groups provides a valuable method for exploring the psychosocial issues encountered by adults with dyslexia. Reflexive photography and art is particularly appropriate when interviewing adults with dyslexia who may have difficulty expressing and focusing on what they want to say. This article explores the potential of reflexive photography and art as an innovative method to generate statements by participants in concept mapping.

Beyond sibling rivalry: Criminal justice internship on a social work model

This article seeks to contribute to the current dialogue on the development of minimum standards for criminal justice education. The ACJS ad hoc committee recently proposed that all programs should make elective internship opportunities available to upper-level students. Although many programs offer such opportunities, few models are described in the literature. Other social science disciplines may offer guidance. The criminal justice internship examined here emerged from a program in a school of social work and its decision to retain the intensive (social work) model as a critical element in meeting criminal justice curriculum objectives.

Getting "Tillerized": Traits and Outcomes of Students in a Rural Community Field Placement

This qualitative study sought to reveal the traits and outcomes of students who completed a rural community organizing field placement. All stakeholders involved in the placement of students took part in a focus group and follow-up individual interviews. Findings suggest that students need to be open, flexible, self-directed, and maverick in personality. In turn, the former students felt that they had been prepared for generalist social work practice, developed their social work knowledge and their use of self, and had become more client centered and better team players as a result of their field placements in a macro rural setting. Barriers for placing students in rural macro settings are included.

Emotional experience with dyslexia and self-esteem: the protective role of perceived family support in late adulthood

Objectives: Despite the growing body of evidence that suggests dyslexia persists through the life span, there is a dearth of research that explores the complicating factor of dyslexia in late adulthood. Based upon stress and coping theory, this study examined whether perceived family support protects the impact of negative emotional experience with dyslexia on self-esteem. Methods: Adults aged 21 years and older with diagnosed or self-reported dyslexia were participants in a web-based survey. A total of 224 individuals completed the survey. These findings are from the 50 participants who reported to be 60 years or older. Completed measures include their perception of family support, emotional experience with dyslexia, self-esteem, and demographic variables. Results: Preliminary analysis revealed that negative emotional experience with dyslexia negatively impacts self-esteem. Hierarchical moderated regression analysis demonstrated that positive perceived family support significantly buffers, mitigates, and protects the effects of negative emotional experiences with dyslexia on self-esteem in individuals with dyslexia in late adulthood. Conclusion: In this study, family support promoted self-esteem because as a protective dynamic, it helped older adults cope with the emotional distress associated with dyslexia. Implications of these findings are discussed.

Added Layers of Stress in the Commercial Fisheries

Stress for participants from the challenges in the ancient ways of fishing for sustenance and revenue are not new. However, worldwide the challenges to commercial fishers have become more complex in recent years. This article explores the social, economic, and historical context related to the plight of fishers, as well as examines broadly the increasingly complex challenges to the fisheries of today. Research is presented that provides an overview of commercial fishing as it relates to stress and well being in the context of the current changes and transitions for fishers found mostly in Newfoundland and the Southern United States.

Transformative change to ‘a new me’: a qualitative study of clients’ lived experience with integrative health coaching*

ABSTRACT The purpose of this study was to describe the lived experiences of adult clients who sought Integrative Health Coaching (IHC) to address a chronic health condition. Moustakas’ phenomenological approach was applied to engage nine participants in recorded in-depth interviews and photo-elicitation interviews. Analysis revealed the essence of participants’ IHC experience as engagement in transformative change. Participants described the integrative medicine framework and most notably mindfulness as supporting their engagement in the coaching process. They noted that mindfulness contributed to the coaching relationship as well as promoted their engagement, competence, and autonomy in self-determined goal attainment. Specifically, mindfulness helped participants cultivate self-awareness, insight, and self-acceptance and apply it to goal-directed action. The conceptualization of participants’ lived experiences with IHC described the phenomenon of IHC as whole-person engagement in a mindfulness-based coaching practice established in integrative medicine that resulted in transformative change characterised by health and well-being. Participants described a journey in which they sought IHC to address a health concern and surprisingly discovered a ‘new me.’