ethanporcaro/eric-fulltext-meta huggingface dataset:
The Crises and Freedoms of Researching Your Own Life
Author: Pearce, Caroline
Date: 2010-00-00
Type: Journal Articles
Subjects: Researchers,Ethnography,Autobiographies,Females,Young Adults,Death,Mothers,Emotional Response,Grief,Motivation,Attitudes,Social Science Research,Self Concept,Depression (Psychology),Social Isolation,Perspective Taking

There has been much work highlighting the benefits of autoethnographic research yet little acknowledgement of the demands researching your own life makes on the emotional and mental wellbeing of the researcher. This paper explores the consequences that can arise as a result of autoethnographic research by detailing the crises involved in researching a topic that the researcher has experienced herself. This paper discusses the re-emergence of my grief over the death of my mother as I researched into the experience of other young women who had experienced the death of their mother during their youth. The research process was a journey in which crises were experienced that conflicted and illuminated the emerging findings of the research. The role of the researcher and the researcher's subjectivity--emotions, feelings, actions--are highlighted as integral to research practice. Accepting vulnerability and problematic feelings and emotions can be seen both as an important part of grieving the loss of a mother but also a significant step in conducting research and being a researcher.
Unraveling Researcher Subjectivity through Multivocality in Autoethnography
Author: Mizzi, Robert
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Researchers,Opinions,Phenomenology,Ethnography,Autobiographies,Self Concept,Social Environment,Teacher Educators,Employees,Contract Training,Foreign Nationals,Homosexuality,Figurative Language,Research Methodology,Standards,Experience

This article analyzes and discusses the notion of including multivocality as an autoethnographic method to: (a) illustrate that there is no single and temporally-fixed voice that a researcher possesses, (b) unfix identity in a way that exposes the fluid nature of identity as it moves through particular contexts, and (c) deconstruct competing tensions within the autoethnographer as s/he connects the personal self to the social context. After providing a short, multivocal vignette based on the author's previous work assignment as a teacher educator in Kosovo, the author offers a reflective analysis of his approach. His analysis includes a critical discussion around the benefits and challenges of using such a method in autoethnography. The author concludes that research-oriented institutions might be resistant to validating multivocality as research practice given the myopic view that &quot;voice&quot; is linear, categorizable, and one-dimensional. In this way, the use of multivocality in autoethnography can also be understood as a way to liberate research practices from oppressive institutional rules and restrictions.
Implementing Ethics Policies in Developing Countries: Ploughing on Parched Ground?
Author: Mazonde, Isaac N.
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Research Administration,Governance,Ethics,Developing Nations,Needs Assessment,Administrative Organization,Policy,Research Methodology,Models

It is globally expected that universities will ensure that policies guiding researchers' conduct are in place and adhered to. This expectation is not waived in developing countries. Successful implementation of an ethics policy is facilitated by an appropriate national regulatory framework on which to base the argument for compliance. However, it is possible to implement such policies even when a regulatory framework is absent. The University of Botswana implemented a program to increase awareness of research ethics and to manage allegations of research misconduct through a needs assessment and seminars on the Responsible Conduct of Research (RCR). This paper describes this problem, and the success of the program initiated to address it. This program serves as a model for other research institutions in the developing world that may encounter similar challenges. (Contains 4 tables and 1 figure.)
"Do Thyself No Harm": Protecting Ourselves as Autoethnographers
Author: Chatham-Carpenter, April
Date: 2010-00-00
Type: Journal Articles
Subjects: Researchers,Ethnography,Autobiographies,Eating Disorders,Ethics,Writing Processes,Writing for Publication,Defense Mechanisms,Peer Evaluation,Authors,Writing (Composition),Self Disclosure (Individuals),Emotional Response,Reflection,Risk,Mothers,Parent Child Relationship

Autoethnographers have grappled with how to represent others in the stories they tell. However, very few have written about the need to protect themselves in the process of doing autoethnographic writing. In this paper, I explore the ethical challenges faced when writing about a potentially-ongoing disorder, such as anorexia, when the research process triggers previously disengaged unhealthy thinking or behaviors for those involved. In the story-writing process, I felt a strong pull to go back into anorexia, as I immersed myself in my research on this topic. The compulsion to publish became intertwined with the compulsion of my anorexia, illustrated by the need to control both and present a certain "face" as a researcher. Using a meta-autoethnographic format, I walk the reader through the choices I made in an attempt to protect myself as a researcher in the process of publishing an autoethnography about anorexia. I also explain the lessons I learned, which can be applied to persons doing autoethnographies on topics that may affect their own personal well-being. This paper reveals the importance of writing through our pain in an ethical fashion and that the ethics of doing autoethnography is not just about protecting those implicated in our stories, but also ourselves.
Administration of an Innovative Program of International Cooperation: Success across the Pond
Author: Gallicchio, Vincent S.
Date: 2007-00-00
Type: Journal Articles
Subjects: International Educational Exchange,International Programs,Program Administration,Global Approach,International Cooperation,Educational Opportunities,Student Mobility,Program Descriptions,Partnerships in Education,Research,College Students,College Faculty,Administrators,Study Abroad

The world continues to change rapidly and globalization is fostering common social, economic, and political agreements among countries. Agreements by governments have created opportunities to enhance educational and research endeavors that, by design, will remove barriers that previously have limited the flow of students, educators, researchers, and professionals across borders. Global access has opened the door to mobility in higher education, encouraging the development of educational standards and mutual mechanisms of recognition. Three years ago an eight-institution consortium comprised of four American and four European institutions of higher learning came together in a partnership to provide opportunities for students and faculty to share the educational and research experience internationally. A partnership of this magnitude was constructed despite barriers that were both administrative and cultural in origin. Through a positive approach, a framework for a transatlantic program of educational and research cooperation was developed. A significant level of mutual cooperation effectively solved the administrative hurdles initially encountered in the realm of research. We believe a model has been created that fosters the development of international programs to benefit faculty, students, and research administrators as they work to effectively interact in the global environment. (Contains 1 table and 1 figure.)
Voice of Experience International Research Infrastructure and the Impact of Export Control Regulations
Author: Kulakowski, Elliott C.
Date: 2007-00-00
Type: Journal Articles
Subjects: Research Administration,International Cooperation,International Trade,Federal Regulation,Developing Nations,Economic Development,National Security,Universities,Foreign Countries

Research today has become very complex, often involving international collaborations among multidisciplinary teams. Many institutions, especially those in less economically developed countries, have a great deal of expertise to contribute to these collaborations, but often lack the instrumentation, training, and research management infrastructure needed to support their endeavors. While non-profit organizations provide assistance with instrumentation and training to support the research infrastructure, efforts from the United States are hampered by Export Control Regulations. An appropriate balance is needed to develop research collaborations with universities in other countries while protecting United States security interests. (Contains 1 table.)
Doing Ethnography, Being an Ethnographer: The Autoethnographic Research Process and I
Author: Mitra, Rahul
Date: 2010-00-00
Type: Journal Articles
Subjects: Research Methodology,Ethnography,Personal Narratives,Social Sciences,Academic Discourse,Writing (Composition),Epistemology,College Faculty,Doctoral Programs,Graduate Students

I examine here Theory and Scholarship (taken to be formalized social scientific frameworks that seek to map out the real world and social actions in an objective fashion) via an autoethnographic lens. Chiefly, I ask how autoethnography as a research method reconfigures them: how may we extend knowledge using autoethnography? While much critique has centered on the "doing" (dispassionately?) versus "being" (going native?) of autoethnography, I argue that such a dichotomy is inherently false. Instead, doing is located within the ethnographer's very being, so that a closer look at the autoethnographic research process is required, from conception to implementation to introspection. I attempt such a processual analysis here: drawing on an earlier social scientific project, I relate the intellectual and social process whereby it was translated into an autoethnography. Using a performative lens to illustrate the dialectical mode of doing and being in the research process, I intersperse portions of personal narrative with academic writing, to enable a disjunctural appreciation of the various layers of interpretation. While the epistemic framework I hold to here is indeed a poststructural one, privileging fragmentation and social situatedness, it also emphasizes continuity and interconnections in the research process. (Contains 1 figure.)
Becoming University Scholars: Inside Professional Autoethnographies
Author: Hernandez, Fernando
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Research Projects,Participatory Research,College Faculty,Researchers,Ethnography,Autobiographies,Scholarship,Social Change,College Students,Professional Personnel,Identification,Self Concept,Educational Change,Faculty College Relationship,Student College Relationship

This article shows part of the results of a research project: The Impact of Social Change in Higher Education Staff Professional Life and Work (Spanish Ministry of Science and Innovation, SEJ2006-01876). The main aim of this project was to explore and understand how scholars establish a dialogue, resist, adapt themselves or adopt changes, in the process of constructing their professional identities. As the members of the research team were scholars ourselves, teaching and carrying out research in Spanish universities, we started this research by writing our own autoethnographies. As a result, we developed nine autoethnographies which give a complex and in-depth account of senior and junior scholars' journeys into their process of constructing their professional identity and working lives in a rapidly changing world. This article starts by giving a context to the research project and arguing the need for conducting autoethnographies. It goes on to discuss the process itself of writing autoethnographies in the context of a given research project. We then refer to the topics which have a bearing on how we have learnt to become scholars: our experience as university students, the beginning of the academic career, relationships with others, and the consequences of the mark of gender. We conclude with the lessons learnt around the dilemmas on writing autoethnographies.
Connecting the National Standards for School Counseling Programs with an Adventure-Based Counseling Intervention
Author: Tyson, Lawrence E.
Date: 2006-00-00
Type: Journal Articles
Subjects: School Counseling,Counseling Techniques,National Standards,Adventure Education,Intervention,Group Counseling,Interpersonal Competence

School counselors can utilize adventure-based counseling techniques to improve and enhance the delivery of their guidance curriculum for students in small or large group guidance. The purpose of this article is to provide a summary of how the "National Standards for School Counseling Programs" can provide outcome objectives for school counselors and students who participate in adventure-based counseling interventions.
A Report Card for No Child Left Behind
Author: Gray, David L.
Date: 2006-00-00
Type: Journal Articles
Subjects: Federal Legislation,Educational Improvement,Federal Programs,Educational Change,Educational Indicators,Educational Assessment,Accountability,Sanctions,Rewards,Teacher Effectiveness,Staff Development,Academic Standards,Federal Aid

The &quot;No Child Left Behind&quot; (NCLB) Act has failed to provide funds and programs envisioned by President George W. Bush. The Act's key tenets promised improved student learning and professional development for teachers, but changes in national priorities have prevented congress from meeting state requests for assistance. Schools are struggling with federal mandates for Adequate Yearly Progress and highly qualified teachers, and the outlook for additional resources is dim.
Are You Dedicated to Diversity? Is the Welcome Mat Out?
Author: Hrabe, Frank
Date: 2006-00-00
Type: Journal Articles
Subjects: Colleges,Educational Environment,Homosexuality,School Culture,Web Sites,Social Networks,Printed Materials,Student Diversity,Consciousness Raising,Teacher Attitudes,Teacher Role

American colleges and universities often refer to their &quot;dedication to diversity&quot;. The truth is, some institutions really make an effort, and some only offer lip service. This article discusses ways on how college institutions can provide a more welcoming atmosphere to gay, lesbian, bisexual, and transgendered (glbt) students through use of brochures, web sites, office surroundings, and informal networks.
HIV/AIDS Disclosure and Unprotected Sex: A Critical Issue for Counselors and Other Mental Health Practitioners
Author: Clark, Eddie, Jr.
Date: 2006-00-00
Type: Journal Articles
Subjects: African American Community,Intervention,Prevention,Mental Health,Mental Health Programs,Counseling Services,Acquired Immunodeficiency Syndrome (AIDS),Sexually Transmitted Diseases,Self Disclosure (Individuals),Sexuality,Health Behavior,Extraversion Introversion,Community Surveys,African American Attitudes

This study found that African American males living with HIV/AIDS in rural southwest Alabama who did not disclose their HIV/AIDS seropositive status were more likely to engage in unprotected sex. Because much of the recent research is slanted to address homosexual behavior, which is still a taboo within the African American community, efforts to reach this population are being ignored. The stigma tied to HIV/AIDS, particularly in the rural south, complicates community mental health intervention strategies and secondary prevention methods. (Contains 3 tables.)
Comparing Children's Fears in Alabama: An Investigation Using Post-9/11 and Post-Invasion of Iraq Data
Author: Burnham, Joy J.
Date: 2006-00-00
Type: Journal Articles
Subjects: Fear,Student Surveys,National Security,Safety,Anxiety Disorders,Stress Variables,War,Terrorism,Predictor Variables,Age Differences,Gender Differences,Individual Differences,Foreign Countries,Foreign Policy,Measures (Individuals),Comparative Analysis

This study was designed to investigate the fears of children and adolescents in Alabama in the aftermath of 9/11 and after the initial invasion of Iraq in 2003. The American Fear Survey Schedule for Children (FSSC-AM; Burnham, 1995, 2005) was utilized to measure the fears of youth in Grades 2-12. (Contains 4 tables.)
Enhancing Secondary School Counseling with a Therapeutic Dog
Author: Daughhetee, Charlotte
Date: 2006-00-00
Type: Journal Articles
Subjects: Animals,School Counseling,Counselors,Therapy,Counseling Techniques,Secondary Schools,Well Being,Emotional Response,Group Counseling,Counseling Effectiveness

Animals are increasingly being used for emotional support and therapeutic intervention in a variety of settings including, hospitals, nursing homes, schools, and prisons. Therapeutic animals can bring comfort to the ill, bereaved or lonely, and there are indications that owning a pet may positively influence an individual's health and well-being. Through anecdotes, the authors describe the use of a dog to facilitate counseling services in a secondary school counseling program.
Homonegativity among Alabama Counselors
Author: Satcher, Jamie
Date: 2006-00-00
Type: Journal Articles
Subjects: Social Justice,Social Change,Homosexuality,Social Bias,Social Attitudes,Counselor Attitudes,Moral Values,Ethics,Counselor Role,Student Diversity,High School Students,Middle School Students,College Students

Members of the Alabama Counseling Association were surveyed to examine the extent to which they demonstrate homonegativity (prejudicial attitudes toward homosexuality). The majority of the counselors did not appear to approach homosexuality from traditional prejudices, although almost one-third believed homosexuality to be immoral. The counselors appeared to have mixed views about current issues important to persons who are gay or lesbian, with many expressing homonegative beliefs about equality and social justice for persons who are gay or lesbian. Discussion of the findings focuses on the ethical obligations of counselors to respect diversity, promote the well-being of persons whom they serve, and to be advocates for social change. (Contains 2 tables.)
An Evaluation of a Three-Year Abstinence Education Program in Southeast Alabama
Author: Gossett, Dianne
Date: 2006-00-00
Type: Journal Articles
Subjects: Control Groups,Sex Education,Family Structure,School Counselors,Grade 10,Grade 8,Sexuality,Curriculum Design,Measures (Individuals),Student Attitudes,Intervention,Pretests Posttests,Age Differences,Gender Differences,Socioeconomic Status,Secondary School Students

This paper summarizes an evaluation of a three-year school-based abstinence education program that was taught in 21 public schools to eighth- and 10th grade students in Southeastern Alabama between 2003 and 2005. The abstinence education curricula utilized with the students were &quot;Choosing the Best&quot; and &quot;Navigator&quot; programs. A 76-item testing instrument, the Abstinence in Motion (AIM) Assessment Survey, was developed to evaluate changes in participants' attitudes prior to and after the intervention. The research design utilized for this study was a pretest-posttest control group design with three schools serving as the control group. Results indicated that age, gender, family structure and socioeconomic status had a significant effect on changes in attitudes towards abstinence. Implications for school counselors are discussed. (Contains 1 table.)
Overlooked Victims: Working with Non-Offending Caregivers in Child Sexual Abuse Cases
Author: Grant, Deborah Dillon
Date: 2006-00-00
Type: Journal Articles
Subjects: Child Abuse,Caregivers,Group Counseling,Caseworkers,Sexual Abuse,Victims of Crime,Coping,Family Counseling,Counseling Techniques,Rape

The national statistics for child sexual abuse are staggering. In 2004, there were 209,880 victims of rape, attempted rape or sexual assaults according to the National Crime Victimization Survey. While effective treatment alternatives for victims are being provided, non-offending caregivers can be easily overlooked. Mason and Erooga (1990) have described mothers of sexually abused children as "the forgotten parent," a term that could be argued to apply to any non-offending caregiver. Cammaert (1988) described non-offending guardians or caregivers as "secondary victims." They are enduring the ramifications of trauma in their own lives even when they have not directly been victimized. This article discusses why an understanding of non-offending caregiver needs is so important. It is essential that counselors and other human service professionals understand the dynamics of working with victims and their families and understand the range of emotions these clients face. It is important for counselors and caseworkers to remember that by offering support to non-offending caregivers, they are having a direct influence on the child who has been a victim of abuse. Caregiver support in the form of individual or group counseling can offer critical support to families who have been traumatized by sexual abuse. Practitioners who understand the needs of families who have been touched by sexual abuse are a critical step in the road to long-term recovery. While they may be unable to stop the incidence of sexual abuse of children within the country, they can offer critical counseling and support to the families who have been touched by this abuse.
Psychiatric Disabilities and Substance Abuse Disorder: Psychosocial and Vocational Concerns--Implications for Rehabilitation Professionals
Author: Patterson, Latofia
Date: 2006-00-00
Type: Information Analyses
Subjects: Substance Abuse,Mental Disorders,Multiple Disabilities,Vocational Rehabilitation,Literature Reviews

The purpose of this article is to review the literature on the comorbidity of substance abuse and psychiatric disorder. The paper examines the medical, psychosocial, and vocational rehabilitation concerns associated with substance abuse and psychiatric disorder comorbidity. A greater emphasis is placed on vocational concerns and the role of rehabilitation professionals within this population.
The State of Assistive Technology: Themes from an Outcomes Summit
Author: Parette, Howard P.
Date: 2006-00-00
Type: Journal Articles
Subjects: Educational Objectives,Outcomes of Education,Disabilities,Assistive Technology,Evaluation Methods,Evidence,Measures (Individuals),Teacher Education,Educational Technology,Technology Integration,Conferences (Gatherings),Academic Achievement

This article presents findings from a December, 2005, national assistive technology (AT) Outcomes Summit attended by AT experts representing vendors, higher education, government, and public schools. Discussions conducted centered around three questions: (a) What are the current challenges with the use of technology and AT in assessment of educational outcomes? (b) How do these challenges affect the assessment of writing, reading, math, and other content areas? and (c) What is needed to measure the impact of AT on educational progress? Four overriding themes emerging from these discussions were identified, including (a) assessment, (b) evidence-based research in AT effectiveness, (c) professional preparation, and (d) technology generalization. Specific issues within each of these broad themes are discussed and supported by comments from participants. Outcomes and benefits are presented in the context of "next steps" for the AT discipline. (Contains 2 tables.)