RESUMEN
Psychosocial benefits of activism include increased empowerment, social connectedness, and resilience. Yet sexual minority women (SMW) and transgender individuals with multiple oppressed statuses and identities are especially prone to oppression-based experiences, even within minority activist communities. This study sought to develop an empirical model to explain the diverse meanings of social justice activism situated in SMW and transgender individuals' social identities, values, and experiences of oppression and privilege. Using a grounded theory design, 20 SMW and transgender individuals participated in initial, follow-up, and feedback interviews. The most frequent demographic identities were queer or bisexual, White, middle-class women with advanced degrees. The results indicated that social justice activism was intensely relational, replete with multiple benefits, yet rife with experiences of oppression from within and outside of activist communities. The empirically derived model shows the complexity of SMW and transgender individuals' experiences, meanings, and benefits of social justice activism.
Asunto(s)
Minorías Sexuales y de Género/psicología , Justicia Social , Personas Transgénero/psicología , Adulto , Anciano , Bisexualidad/psicología , Femenino , Teoría Fundamentada , Humanos , Masculino , Trastornos Mentales , Persona de Mediana Edad , Política , Identificación Social , Salud de la Mujer , Adulto JovenRESUMEN
Child Protective Services (CPS) identifies over 700,000 victims of child maltreatment in the United States annually. Research shows that risk factors for these children may persist despite CPS intervention. Mothers have unique and often untapped perspectives on the experiences and consequences of CPS intervention that may inform future practice. We explored these perspectives through interviews with 24 mothers after a first-time CPS finding of maltreatment not resulting in out-of-home placement. Male partners were primary perpetrators in 21 cases, with mothers or sitters identified as perpetrators in remaining cases. Data were analyzed using grounded theory. Mothers described risk factors or Roots of maltreatment prior to CPS involvement and reported variable experiences with Recognition of and Response to maltreatment. Divergent Outcomes emerged: I Feel Stronger and We're No Better These findings provide an understanding of household experiences around child maltreatment that may support practice and policy changes to improve outcomes for vulnerable children.
Asunto(s)
Maltrato a los Niños/psicología , Madres/psicología , Adolescente , Adulto , Cuidadores , Niño , Maltrato a los Niños/prevención & control , Preescolar , Femenino , Humanos , Lactante , Recién Nacido , Entrevistas como Asunto , Investigación Cualitativa , Factores de Riesgo , Apoyo Social , Esposos/psicología , Estrés Psicológico/psicología , Estados UnidosRESUMEN
The goal of the present study was to understand how current feminist multicultural supervisors understand and implement their feminist multicultural principles into clinical supervision. We addressed this aim by answering the following research question: How do self-identified feminist multicultural psychotherapy supervisors conceptualize and practice feminist supervision that is explicitly multicultural? The perspectives of 14 participant supervisors were obtained by using semistructured initial interviews, follow-up interviews, and feedback interviews and were investigated via a feminist constructivist grounded theory design and analysis. Most participants identified as counseling psychologists (n = 12), women (n = 11) and temporarily able-bodied (n = 11); but they identified with diverse racial/ethnic, sexual, spiritual/religious, generational, and nationality statuses. A 7-category empirical framework emerged that explained how the participants anticipated and managed power in supervision. The core category, the complexities of power in supervision, explained how participants conceptualized power in supervisory relationships. The 6 remaining categories were bringing history into the supervision room, creating trust through openness and honesty, using a collaborative process, meeting shifting developmental (a)symmetries, cultivating critical reflexivity, and looking at and counterbalancing the impact of context. Limitations of the study, implications for research, and suggestions to use the theoretical framework to transform supervisory practice and training are discussed. (PsycINFO Database Record
Asunto(s)
Consejo/educación , Consejo/métodos , Competencia Cultural/educación , Diversidad Cultural , Feminismo , Mentores , Poder Psicológico , Psicoterapia/educación , Psicoterapia/métodos , Adulto , Anciano , Selección de Profesión , Competencia Clínica , Competencia Cultural/psicología , Curriculum , Femenino , Teoría Fundamentada , Humanos , Entrevista Psicológica , Persona de Mediana Edad , Estados UnidosRESUMEN
In this article, as two researchers from different traditions in qualitative research (consensual qualitative research and grounded theory), the authors present their shared views on the critical elements of trustworthiness in qualitative data. In addition to making specific recommendations about the integrity of data, the balance between participant meaning and researcher interpretation, and clear communication and application of the findings, they identify ways in which these issues are difficult to negotiate within and across different qualitative approaches. The authors present examples from various qualitative studies, emphasize the need for a shared language to reduce confusion between qualitative traditions and with researchers from a more strictly quantitative orientation, and recommend particular approaches to establishing trustworthiness in qualitative research.