‘In Some Eyes It's Still Oooh,Gloucester, Yeah Fred West’: Spatial Stigma and the Impact of a High‐profile Crime on Community Identity

The question of how crime impacts on others has generated a wealth of research over the past few decades. However, there is surprisingly little knowledge about how ‘high‐profile’ crimes impact on community members who live in a town that has become synonymous with the crime itself. This study involves interviews with community members who lived or worked in the town of Gloucester when the serial killings perpetrated by Fred and Rosemary West were discovered in 1994. An interpretative phenomenological analysis explores the lived experiences and meaning‐making processes engaged in by the participants. Findings highlight their attempts to make sense of a high‐profile case that stigmatised their own community and the practices of identity management that continue to operate some 20 years later. Copyright © 2014 John Wiley & Sons, Ltd.     

The Automatic Activation of Retributive Motive When Determining Punishment

This study sought to test the hypothesis that an individual’s retributive motive is activated automatically when he or she is presented with an opportunity to determine appropriate punishment. Fifty-one undergraduate students were subjected to one of two conditions: one in which an video clip of a brutal crime was presented (crime video condition) and another in which a sports documentary video clip was presented (sports video condition). Participants were asked to complete the Implicit Association Test before and after being presented with the video. It was predicted that the activation of retributive motive would strengthen the association with a balanced combination of these factors as compared to the association with an unbalanced combination of factors and increase the IAT effect accordingly. The IAT effect increased in the crime video condition but did not change in the sports video condition. This result supported the hypothesis, indicating that decision making regarding punishment is carried out automatically and outside of conscious awareness, as the IAT reflects automatic cognitive processes such as implicit attitudes.     

A Phenomenological Study of Immigrant Parents of Adolescents with Delinquent Behavior in Israel

Scarce qualitative literature has focused on understanding the perspective of parents of adolescents involved in crime, and no prior literature has examined how the status of being a parent of an adolescent who is involved in delinquency intersects with being an immigrant parent. The current phenomenological study examined, through the eyes of immigrant parents, how they comprehend their children’s involvement in delinquent behavior. This study examined in-depth semistructured interviews conducted with fourteen immigrant parents (10 mothers and 4 fathers) from the former Soviet Union in Israel of children treated in rehabilitation facilities for delinquent youth. Data analysis revealed a gradual decline in children's behavior ascribed to the developmental stage of adolescence, the pressures of immigration, and cultural conflict. These three factors are interwoven together to create a fabric within which they see their children turning to crime. Parents' gradual loss of control is balanced by attempts to idealize the parent–child relationship and to minimize the severity of the offenses committed. They describe various differing and even contradictory experiences of themselves as parents and their struggles to piece together incohesive, alternating experiences of themselves as parents. Despite the critical role they can play in their children’s rehabilitation, as well as the distress that they themselves experience, parents of children involved in delinquent behavior have often been ignored in research. Acknowledging parents' perspectives and experiences can allow development of appropriate therapeutic strategies to support them and maximize their abilities to support their children.     

Languages of trauma; towards a phenomenological response

In this article, I explore the possibilities of a phenomenological perspective on trauma in psychoanalytic practice. I highlight the problem of interpretations that universalise experiences of trauma, provide explanations in terms of ‘causes’ and assume particular processes/stages of ‘recovery’ from it. The notion of trauma challenges dichotomies of ‘internal’ and ‘external’ worlds. Traumatic experiences always have a context – that of the immediate relational circumstances of the individual suffering from the trauma, including the wider social/relational context, and the person’s history. I argue for an attunement to the language and specificity of the meanings, verbal and non-verbal, conscious and unconscious, of the client’s suffering within the analytical relationship. This requires the therapist to avoid ‘ready-made’ interpretations from psychoanalytic theory and to be open to the poiesis of the speech, which emerges between therapist and client. My discussion of my reading of the Chilean documentary film, Nostalgia for the Light, which focuses on the traumatic experiences of those who survived Pinochet’s military regime (1973–1989), highlights how diverse responses to trauma are. The originality of the language of the film calls on us as therapists to discover new ways of listening and speaking to our clients’ suffering.     

Countering illegibility: Religion,ethnicity and sexuality in public debates and lived experience in Belgium

In this article, I set out to explore various intersectional social constructions of ethnicity, religion and sexuality. First, I conduct an analysis of recent public controversies in Flanders (Belgium) about women’s and (homo)sexual equality as set against religious authorities and religious-ethnic minorities. It reveals how dominant understandings of ethnicity, sexuality and religion are constructed, reinforced and, if needed, defended. Second, I foreground a critical counter-voice negotiating these what I call ‘ethno-sexular’ boundary constructions. I analyse the lived experiences of Hajar, a volunteer of an antiracist LGBTQI organisation located in Brussels, and argue that because of a dominant ethno-sexular discourse, Hajar’s hybrid identifications and critical voice is made illegible in much of her social environment.     

Gamer Widow: A Phenomenological Study of Spouses of Online Video Game Addicts

Few studies have examined the impact of online video game addiction on addicts’ family members. The purpose of this study is to describe the lived experiences of the spouses of online video game addicts via qualitative, phenomenological methodology. Data were gathered via online, open-ended questions and suggested three categories that described participants’ experiences of being married to an online video game addict: Changes in My Husband, Changes in Me, and Changes in the Marital Relationship. Among these categories, seven themes and 12 subthemes emerged. The study concludes by discussing the essence of the phenomenon, as well as implications for therapy.     

A qualitative study of the interdisciplinary approaches to adolescent spirituality in Australian government schools

Abstract

The growing body of evidence in education reveals that ‘spirituality’ as an aspect of learning is largely overlooked in government schools in Australia and consequently, there is a paucity of research investigating whether young people consider spirituality to be an important and worthwhile component of their educational experience. This paper will report on some findings of a PhD study which investigates the spiritual lived experiences of secondary school students. As an interdisciplinary approach to spirituality for adolescents, this paper represents the different ways spirituality is understood across the disciplines and whether young people view themselves to be ‘spiritual’. In sharing some of the student narratives, this paper will explore what spirituality means in the context of young peoples’ everyday lives. It will also address how schools can play a central role in students’ quest for a sense of meaning; and the important role of teachers in this process will also be explored.     

Sentencing goals, causal attributions, ideology, and personality

Disparity in sentencing of criminals has been related to a variety of individual difference variables. We propose a framework establishing resonances or coherent patterns among sentencing goals, causal attributions, ideology, and personality. Two studies are described, one with law and criminology students, the other with probation officers. Relations among the different types of variables reveal two resonances among both students and officers. One comprises various conservative and moralistic elements: a tough, punitive stance toward crime; belief in individual causality for crime; high scores on authoritarianism, dogmatism, and internal locus of control; lower moral stage; and political conservatism. The second comprises various liberal elements: rehabilitation, belief in economic and other external determinants of crime, higher moral stage, and belief in the powers and responsibilities of government to correct social problems. Implications of these results are discussed for individual differences in sentencing, attribution theory, and attempts to reduce disparity.     

Gaming, Texting, Learning? Teaching Engineering Ethics Through Students’ Lived Experiences With Technology

This paper examines how young peoples’ lived experiences with personal technologies can be used to teach engineering ethics in a way which facilitates greater engagement with the subject. Engineering ethics can be challenging to teach: as a form of practical ethics, it is framed around future workplace experience in a professional setting which students are assumed to have no prior experience of. Yet the current generations of engineering students, who have been described as ‘digital natives’, do however have immersive personal experience with digital technologies; and experiential learning theory describes how students learn ethics more successfully when they can draw on personal experience which give context and meaning to abstract theories. This paper reviews current teaching practices in engineering ethics; and examines young people’s engagement with technologies including cell phones, social networking sites, digital music and computer games to identify social and ethical elements of these practices which have relevance for the engineering ethics curricula. From this analysis three case studies are developed to illustrate how facets of the use of these technologies can be drawn on to teach topics including group work and communication; risk and safety; and engineering as social experimentation. Means for bridging personal experience and professional ethics when teaching these cases are discussed. The paper contributes to research and curriculum development in engineering ethics education, and to wider education research about methods of teaching ‘the net generation’.     

Exploring perceptions about the feasibility of educational video resources as a strategy to support parental involvement in youth soccer

ObjectivesThe purpose of this study was to explore parents’ and coaches’ perceptions about educational video resources to support parents’ involvement in youth soccer.DesignUsing an instrumental, qualitative case study design, 21 parents and coaches were recruited to participate in an individual interview. All participants were involved in one of the developmental stages of youth sport participation (sampling, specialising or investment years) in soccer in South Australia. Elicitation tools were used in the individual interviews in the form of educational video resources designed for parents involved in youth soccer to prompt dialogue. All interview data was analysed thematically.ResultsThree main themes were developed from the thematic analysis, including ‘Importance of targeted curriculum’, ‘Integrated delivery model’ and ‘Strategies to maximise impact’ of video-based parent education. Overall, parents and coaches perceive educational video resources as a promising addition to broader strategies aimed at enhancing parental involvement in youth soccer.ConclusionsThe findings highlight parents’ and coaches’ perceptions about the potential utility of educational video resources as a tool to communicate, support and educate parents involved in youth soccer. However, the findings also highlight the need to consider how such an approach can be optimised, tailored, and supported within a broader intervention strategy.     

Re-skilling the Social Practices: Open Source and Life–Towards a Commons-Based Peer Production in Agro-biotechnology?

Inspired by the thinking of authors such as Andrew Feenberg, Tim Ingold and Richard Sennett, this article sets forth substantial criticism of the ‘social uprooting of technology’ paradigm, which deterministically considers modern technology an autonomous entity, independent and indifferent to the social world (practices, skills, experiences, cultures, etc.). In particular, the authors’ focus on demonstrating that the philosophy,methodology and experience linked to open source technological development represent an emblematic case of re-encapsulation of the technical code within social relations (reskilling practices). Open source is discussed as a practice, albeit not unique, of community empowerment aimed at the participated and shared rehabilitation of technological production ex-ante. Furthermore, the article discusses the application of open source processes in the agro-biotechnological field, showing how they may support a more democratic endogenous development, capable of binding technological innovation to the objectives of social (reducing inequalities) and environmental sustainability to a greater degree.     

Die Fakta leiten alle Eidetik. Zu Husserls Begriff des materialen Apriori

The paper provides a reconstruction of the notion of material Apriori while exhibiting the anti-Kantian inspiration and factual grounding thereof. The attempt is made to show that a non-formal Apriori obtains because the sensuous has a normative character; further, that the difference between material and formal eidetic laws is rooted in the difference between sensuous contents, given in experience, and intellectual contents, originating in activities of judgement. The material Apriori is not independent of all experience, since it is grounded on sensuous eidetic contents and thus depends on the latter’s givenness and characteristics. It is thanks precisely to this ,contingency‘ that it has an ontological significance.     

Space,time and memory: tales from a long road

Points, lines and surfaces are the basic elements of Euclidean geometry. In this paper, accompanying a keynote at ICSC 2018, we will explore how, in physics, cognition and our lived experience, it is often better to think in terms of interconnected threads than an evolving state of the world now. In physics ‘now’ is an illusion, merely a convenient construction, each particle and person is more like an independent strand in space–time, and similarly, in our minds, strands of memories from different roles and contexts flow almost independently. Paths create lines on the map and may be inscribed as signs in the landscape, but our journeys along paths create temporal threads that interweave as we meet along the way. This paper draws on my research over many years on time and user interaction and also my personal experiences during a thousand-mile walk around the periphery of Wales in 2013.     

Control and legacy as functions of perceived criticality in major incidents

This paper outlines a model that captures the experiences of 28 Senior Officers who have managed some of the most significant police incidents in the UK in the past 5 years. The process for capturing the model rests on ‘pragmatic psychology’ (Fishman, 1999; Alison, West & Goodwill, 2003), a paradigm that recognizes practitioners' experiences as a central component of research and policy development. We utilized a set of connected electronic notebooks to enable each critical incident manager to log their experiences and views of the case that they managed. As each individual logs this information, it is simultaneously distributed to all participants. Thus, information is rapidly shared, stimulating further thought and discussion. Following the initial knowledge‐sharing phase, participants reorder the material into themed categories that can then be scored against specific criteria (in this case ‘impact’ and ‘ease’). This session revealed that senior officers consider a combination of two co‐occurring issues as most significant in defining the ‘criticality’ of the incident: (i) how direct an impact the facet has on the enquiry at hand; and (ii) whether that issue will influence how the service will be judged (by the community, the victims and the media). These issues were perceived as the most complex and difficult to deal with. We argue that this perception is a joint function of perceived lack of control alongside the belief that judgment and blame regarding the incident will ultimately reside with them as managers. Copyright © 2004 John Wiley & Sons, Ltd.     

Angels: a bridge to a spiritual pedagogy?

This article is the result of an Early Childhood Care and Education undergraduate pilot project through a university on the West Coast of Canada. It weaves together poststructural interpretations and a hermeneutic phenomenological recounting of an experience of inquiring about angels with young children. The angel inquiry became a point of entry into a holistic spiritual pedagogy that attends to the whole of a matter, while also paying attention to the significance of each part. Contributing to the interpretations made in this study is Ted Aoki’s philosophy of the space between where the planned curriculum and the lived curriculum (or lived experiences) meet in a third and overlapping tensional space; Max van Manen’s emphasis on lived experiences as ‘breathing meaning’ also contribute to the choices and interpretations made. Blended through the study are the understandings of Tobin Hart and Kate Adams from their investigations of children’s lived experiences with mystical unseen worlds. The area of invisible mystery proves to be more delicate to negotiate than the world of physical embodiments and the world of complete fantasy of the mind; this is the area of the spiritual – the meeting of body and mind with a third and overlapping space. This space goes by many names and many definitions, but ultimately remains indefinable and intangible. But during the pilot project, meaning did come through the inquiring and through the themes that emerged of ‘who we are’ in relation to angels; race, gender and the role of nurturer; and familial angel ownership. Children yearn for allowing spaces to safely express these ideas about, and experiences with, mystery worlds. It is the connection with the inner life through small moments and engagements with the big life questions that the entangling of the physical, the mental and the spiritual creates the intuitive, integrated heart space of a holistic spiritual pedagogy.     

Genetic Indigenisation in ‘The People of the British Isles’

In 2007, Channel 4 screened Face of Britain, a documentary about the genetic mapping of Britain. Face of Britain promised to reveal ‘who we really are’ by tracing genetic links back to ancient Celts, Anglo-Saxons, Vikings and Normans. This article situates Face of Britain within the wider racial and national politics that it is invariably caught up in, and examines how ‘race’ and racial thinking are reconfigured in ways that are both ‘old’ and ‘new’. Face of Britain constitutes an interesting case study to examine how ideas of indigeneity are produced and naturalised in scientific discourses and practices. Here, indigeneity is mobilised through three sub-narratives: the ‘vanishing indigene’; the promise of facial recognition; and DNA and national relatedness. The analysis reveals how some people of the British Isles are naturalised as indigenous by virtue of their ancestral presence in this land through a combination of genetic and photographic technologies. In short, blood and soil are intertwined, with genes as mediators between ancestors and contemporary inhabitants of Britain. Furthermore, the invisible genetic connection is made visible through the creation of ‘average faces of Britain’, which is considered here as a contemporary version of physiognomy. In conclusion, Face of Britain testifies to the reconfiguration of ‘racial thinking’ in contemporary science, through what ultimately amounts to the genetic indigenisation of white Britons. Consequently, this study lends itself to racialised politics of land claims that resonate with, but are different from, indigenous politics in other contexts, namely with regards to the relationship to whiteness.     

Crafting mosque-state relations through community-service work: the case of Yardam mosque in Kazan,Tatarstan

ABSTRACT

This contribution examines a symbiotic relationship between the state, represented by local government officials, and a mosque through a case study of the Yardam mosque in the central Russian region of Tatarstan. What in 2002 began as a community service-based project at a small mosque in the outskirts of Tatarstan’s capital Kazan, grew into a charitable foundation and a rehabilitation centre for the blind and disabled, housed under a newly-built mosque. The foundation is able to maintain its large-scale operations by forging strategic partnerships with local elites – local government officials and entrepreneurs – and by ensuring that the mosque’s leadership supports ‘traditional Islam.’ In turn, the local government showcases the mosque as a positive example of traditional Islam in Tatarstan: peaceful, community-service-oriented, and loyal to the state. As such, Yardam serves as a ‘desirable norm’ for the state and a real-life lesson for religious organisations: to be successful, their vision, mission, and work must be aligned with those of the state. Ultimately, the case of Yardam illustrates how Russia’s religious policy with the focus on ‘tradition’ can shape ‘mosque-state’ relations at the local level.     

Implicated reading: a method for reflecting on practice

This paper evaluates an attempt by the author to operationalise the theory of reflective practice within the context of initial teacher education. Whilst an integral element of many teacher education programmes, the problematic of ‘how’ to reflect on practice remains a concern. In response, and taking inspiration from the work of Deleuze and Guattari, specifically their critique of representational thought and common understandings of text, the author experiments with a method for reflecting called implicated reading. The method involves the reading of students’ lived experiences as beginning teachers (recorded in written form), against a variety of other texts. The author draws on interview data to analyse and discuss the merits of the approach. The paper concludes that the method of implicated reading has the potential to unsettle the common tendency to focus on meaning and interpretation when reflecting on events and experiences. It is argued that the student teachers involved in the project instead begin to experience reflection as a process of connectivity, rethinking pedagogy as a result.     

Embodying analysis: the body and the therapeutic process

This paper considers the transfer of somatic effects from patient to analyst, which gives rise to embodied countertransference, functioning as an organ of primitive communication. By means of processes of projective identification, the analyst experiences somatic disturbances within himself or herself that are connected to the split‐off complexes of the analysand. The analysty’s own attempt at mind‐body integration ushers the patient towards a progressive understanding and acceptance of his or her inner suffering. Such experiences of psychic contagion between patient and analyst are related to Jung’s ‘psychology of the transference’ and the idea of the ‘subtle body’ as an unconscious shared area. The re‐attribution of meaning to pre‐verbal psychic experiences within the ‘embodied reverie’ of the analyst enables the analytic dyad to reach the archetypal energies and structuring power of the collective unconscious. A detailed case example is presented of how the emergence of the vitalizing connection between the psyche and the soma, severed through traumatic early relations with parents or carers, allows the instinctual impulse of the Self to manifest, thereby reactivating the process of individuation.