Response Guidelines: Reply To Posts Of Two Peers In This D ✓ Solved

Response Guidelinesreply To The Posts Of Two Peers In This Discussion

Reply to the posts of two peers in this discussion. You may share insights you have related to your peer's application of research concepts or ask a clarifying question. You may choose to comment on how the article presented both peer’s posting with at least two references.

Sample Paper For Above instruction

The first peer's post discusses a qualitative narrative research study exploring how children process grief after losing a loved one. The study, conducted by Stutey, Helm, LoSasso, & Kreider (2016), employs narrative inquiry—a method described by Sheperis, Young, & Daniels (2009) as "a good story"—to understand children's lived experiences of grief through storytelling, autobiographies, and personal documents. The research aims to differentiate children's grief experiences from adults and evaluate photo-elicitation as a therapeutic tool in grief counseling for children.

The study's sample comprised four children aged 6-10 who had lost a close family member between three months and two years prior. Participants were recruited via flyers at mental health agencies, with criteria ensuring they were already in counseling to prevent re-traumatization. Despite a small sample size, the authors justified this by noting the similarity of patterns among participants, which enhanced the study's generalizability within the age group. The children’s losses included siblings, parents, or grandparents, and all participants identified as Caucasian.

The method involved obtaining informed consent and creating rapport through play, followed by giving children disposable cameras and instructions to photograph anything reminding them of their loved one or that helps them cope. A week later, semi-structured interviews were conducted, where children discussed their photographs, their significance, and created a memory book. Their responses were transcribed, voice-recorded, and coded to minimize researcher bias.

The findings revealed that children often struggled to verbalize complex emotions but expressed their feelings and connections through photographs. The visual data facilitated what talk therapy alone might not uncover, emphasizing the effectiveness of photo-elicitation alongside narrative techniques in grief counseling. This approach aligns with developmental understanding of children’s communication skills and supports its utility in clinical settings.

Compared to other qualitative designs like grounded theory, this narrative approach prioritizes participants’ stories without seeking to develop a new theory, highlighting personal experiences over systematic data analysis. Grounded theory, as explained by Sheperis, Young, & Daniels (2010), involves data collection aimed at theory development through comparative analysis, unlike narrative inquiry’s focus on individual lived stories (Sheperis et al., 2009).

The second peer’s post examines a phenomenological study on acceptance experiences among individuals after psychiatric hospitalization. This qualitative design, contrasting with grounded theory, focuses on understanding perceptions of individual experiences through personal writings, biographies, and dialogue, consistent with narrative research principles.

The study, which utilized an existential-phenomenological methodology, involved nine participants who wrote in detail about their feelings of acceptance or rejection post-institutionalization. The researchers analyzed these narratives, identifying seven core constituents—joy, feeling valued, being understood, loved, belongingness, respect, and unacceptable—that represent the multifaceted nature of acceptance experiences (Winn, 2016).

This approach provides valuable insights for counselors about clients' emotional states and perceptions post-treatment, emphasizing the importance of empathy and tailored therapeutic environments. While the study effectively captures diverse aspects of acceptance, it also reflects a bias toward individuals with severe mental illnesses and suggests future research include those with physical or learning disabilities, broadening the understanding of acceptance in varied populations.

In comparison to grounded theory, phenomenology concentrates on capturing the essence of lived experiences, providing deep, subjective insights that can inform clinical practice. Grounded theory involves comparing multiple data sources for theory-building, whereas phenomenology seeks to comprehend individual perceptions and meanings (Sheperis, Young, & Daniels, 2010).

Both studies exemplify how qualitative research methods—narrative and phenomenological—offer profound understanding of personal experiences. These approaches are invaluable in mental health research, enabling counselors and clinicians to develop more empathetic, client-centered interventions. Recognizing the strengths and limitations of each method helps in selecting appropriate designs for specific research questions.

References

  • Sheperis, C. J., Young, J. S., & Daniels, M. H. (2009). Current View: US Counseling Research: Quantitative, Qualitative, and Mixed Methods. Pearson Education, Inc.
  • Stutey, D. M., Helm, H. M., LoSasso, H., & Kreider, H. D. (2016). Play therapy and photo-elicitation: A narrative examination of children’s grief. International Journal Of Play Therapy, 25(3). https://doi.org/10.1037/a
  • Winn, J. (2016). An existential-phenomenological investigation of the experience of being accepted in individuals who have undergone psychiatric institutionalization. Indo-Pacific Journal of Phenomenology, 16. https://doi.org/10.1080/.2016
  • Smith, J. A., Flowers, P., & Larkin, M. (2009). Interpretative Phenomenological Analysis: Theory, Method and Research. Sage Publications.
  • Creswell, J. W. (2013). Qualitative Inquiry & Research Design: Choosing Among Five Approaches. Sage Publications.
  • Riessman, C. K. (2008). Narrative Methods for the Human Sciences. Sage Publications.
  • Van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. State University of New York Press.
  • Marshall, C., & Rossman, G. B. (2016). Designing Qualitative Research. Sage Publications.
  • Ponterotto, J. G. (2006). Brief note on the origins, evolution, and meaning of qualitative research. Qualitative Report, 11(3), 538-544.
  • Moustakas, C. (1994). Phenomenological Research Methods. Sage Publications.

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