International Human Science Research Conference Program by molloyuniversity

MOLLOY UNIVERSITY

“Advancing Human Science Research: Creating Gracious Space”

The 41st Annual

International Human Science Research Conference

June 9, 2024 - June 13, 2024

Dear Colleagues and Students,

It is with great pleasure and honor that we welcome you to Molloy University for the 41st International Human Services Research Conference. We are exceptionally proud to have been chosen to host this prestigious event this year and eagerly anticipate your shared collegiality, expertise, and collaborative strategies related to the expansion of the Human Science Research approach.

Our university is an independent Catholic university rooted in the Dominican tradition of four core principles: study, service, spirituality, and community. Underpinning our work and value is our shared commitment to academic excellence with respect for each person. Here we seek to build an inclusive community that fosters inclusive excellence.

The theme of this conference “Advancing Human Science Research: Creating Gracious Space” aligns with our university’s core principles.

I wish you insightful dialogue and rich interactions during this conference, as we come together to learn, share, and advance our knowledge together.

Have a wonderful conference.

Sincerely,

James P. Lentini, D.M.A. President

The Molloy University Planning Committee would like to welcome you to the 41st interdisciplinary International Human Science Research Conference (IHSRC). We hope you enjoy this collegial meeting of scientists and take advantage of the many discussion opportunities.

Molloy University is a comprehensive independent Catholic university grounded in the Dominican tradition of four core principles: study, service, spirituality, and community. We seek to build an inclusive community that fosters inclusive excellence with respect and dignity for all. The theme of this conference “Advancing Human Science Research: Creating Gracious Space” aligns with Molloy University’s core principles.

During the next few days as we extend our welcome to you we invite you to allow the spirit of gracious space that embodies the environment of this conference to set us apart from any disruptive communication that is occurring in our world and provide us with the conﬂict resolution tools needed to embrace the attentive listening skills that facilitate our invitation to strangers into our space.

We hope that our eﬀorts at hosting this conference will be but one rung on the ongoing continuum that made this annual conference possible since its inception in 1982.

Sincerely,

Judith James-Borga Judith James-Borga Planning Committee Chair

International Human Science Research Conference

DAILY

SCHEDULE

Sunday, June 9, 2024

Start TimeEvent / PresenterLocation

1:00 P.M. - 2:00 P.M.Check-InHays Lobby, Wilbur Arts Center

2:00 P.M. - 2:05 P.M. Invocation: Catherine Muscente, Vice President for Mission and Ministry Hays Theatre, Wilbur Arts Center

2:10 P.M. - 2:20 P.M. Greetings: Dr. Marcia Gardner, Dean of The Barbara H. Hagan School of Nursing and Health Sciences Hays Theatre, Wilbur Arts Center

2:20 P.M. - 5:00 P.M.Welcome Ceremony, Presenter: Dr. Scott D. ChurchillHays Theatre, Wilbur Arts Center

Monday, June 10, 2024

Start TimeEvent / PresenterPresentation TitleLocation

7:00 A.M. - 8:00 A.M.Check-In and Breakfast

8:05 A.M - 8:10 A.MInvocation: S. Maureen Muir, O.P., Admin Coordinator for Campus Ministries

8:10 A.M. - 8:20 A.M.Centering: Dr. Judith James-Borga and Dr. Dena Alberti

8:20 A.M. - 8:30 A.M.Greeting Molloy University President Dr. James Lentini

8:30 A.M. - 9:30 A.M. Keynote Presentation: Dr. Rebecca Lloyd

9:45 A.M. - 10:10 A.M.Presenter: Dr. Toby Bressler

9:45 A.M. - 10:10 A.M.Presenter: Dr. Florence Vinit

9:45 A.M. - 10:10 A.M.Presenter: Dr. Wei-Lun Lee

“Creating Spaces for Motion-Sensing Inquiry”

Public Square Lobby, Public Square Building

Madison Theatre, Public Square Building

"Sweeping IBD under the rug: The Observant Jewish experience of duality living with chronic illness" Hagan 239

"Some elements of a hermeneutics of space in psychotherapy" Hagan 339

"Existential phenomenological reduction as an ethical act: As practiced in psychotherapy" Hagan 006

9:45 A.M. - 10:10 A.M.Presenter: Dr. Carolyn Sipes

10:25 A.M. - 10:55 A.M.Presenters: Dr. Toby Bressler

10:25 A.M. - 10:55 A.M.Presenter: Dr. Dena Alberti

10:25 A.M. - 10:55 A.M. Presenter: Dr. Vibeke Østergaard Steenfeldt

11:10 A.M. - 11:35 A.M.

Presenter: Dr. Noella Steinhauer, Dr. Patricia Steinhauer, & Janine Chesworth, PhD Candidate

11:45 A.M. - 12:15 P.M. Presenter: Dr. Valérie BourgeoisGuérin

11:45 A.M. - 12:15 P.M.Presenter: Dr. Malene Beck

11:45 A.M. - 12:15 P.M. Presenter: Anette S. Solvi, PhD Candidate

12:15 P.M. - 1:15 P.M. LUNCH Student Art Exhibition

"Qualitative Research for Nurses Using Interpretative Phenomenology Analysis" Hagan 020

"Informal Milk Sharing in the Orthodox Jewish Community: A Phenomenological Exploration" Hagan 239

"Nurses Embodiment of Grace During the Covid-19 Pandemic" Hagan 339

"Video consultations – patients’ and nurses’ lived experiences with a new consultation form in a diabetic outpatient clinic" Hagan 006

"Considerations for Research in a Plains Cree Community” Hagan 239

"Ethical reﬂection on qualitative research on suﬀering" Hagan 239

"BODYimPOSSIBLE – A phenomenological exploration of young individuals' encounters in diabetes clinics" Hagan 339

"Norwegian Foster Parents’ Journeys Through Unanticipated Foster Child Removal" Hagan 006

Larini Room, Public Square Building

1:20 P.M. -1:30P.M Introduction of Panel Presenters: Dr. Linda Silva -Thompson; Dean of Student Success

Madison Theatre

1:30 P.M. - 2:45 P.M.

Panel Presentation: Dr. Valérie Bourgeois-Guérin, Émilie Cormier, Jean-Thomas Chouinard, and David Lavoie

3:00 P.M. - 3:25 P.M. Presenter: Yu-Fang Su and Dr. Rong-Bang Peng

3:00 P.M. - 3:25 P.M. Presenters: Dr. Joanna Alcruz and Dr. Mubina Schroeder

3:00 P.M. - 3:25 P.M. Presenter: Jacqueline GarveyHenry

"Reﬂections on Suﬀering, End of Life and Dying: Insights from Humanist and Existential Approaches." Madison Theatre, Public Square Building

"The Lived Experience of Being with Animal —Examples from the cat owners" Hagan 239

"Building Knowledge Together: The Impact of Social Engagement and Cognitive Guidance in Digital Learning Environments" Hagan 339

"Fathers Lived Experiences in The Delivery Room During the Birth of Their Children at a Maternity Hospital in Jamaica" Hagan 006

Tuesday,

June 11, 2024

Start

7:00 A.M. - 8:00 A.M.Check-In and Breakfast

8:10 A.M. - 8:20 A.M.Centering: Dr. Judith James-Borga and Dr. Dena Alberti

8:20 A.M. - 8:30 A.M. Greeting: Dr. Michelle Piskulich Provost and Vice President for Academic Aﬀairs

Public Square Lobby, Public Square Building

Madison Theatre, Public Square Building

8:30 A.M. - 9:30 A.M. Keynote Presentation: Dr. Stephen Smith "Crittercal Encounters of a Life-Altering Nature" Madison Theatre, Public Square Building

9:45 A.M. - 10:10 A.M.Presenter: Dr. Amber McCall

9:45 A.M. - 10:10 A.M.Presenter: Adamu Isah

9:45 A.M. - 10:10 A.M. Presenters: Megan Tucker and Dr. Stephen Smith

10:25 A.M. - 10:55 A.M.Presenter: Dr. Marcianna Nosek

"Exploring Sonder: A Key to Understanding Humankind" Hagan 239

"Plagiarism Detection Techniques: Survey" Hagan 339

"Heeding Critter Calls: A Radical Phenomenology of Intuitive Interspecies Responsiveness" Hagan 004

“Grateful for these Gifts:” Maternal and Infant Death and Survival and being Cared for by Joyful Motherhood in Malawi Hagan 239

10:25 A.M. - 10:55 A.M.Presenter: Sonwabo Stuurman

10:25 A.M. - 10:55 A.M.Presenter: Kei Dazai

11:10 A.M. - 11:35 A.M. Presenter: Dr. Christine Sorrell Dinkins

11:10 A.M. - 11:35 A.M.Presenter: Dr. Børge Baklien

"Students’ Understanding of Nonracialism and Citizenship Framings as Imperative for a Higher Education Transformative Agenda Based on Inclusivity and Social Justice: The Case of Nelson Mandela University" Hagan 339

"Exploring how heterosexual psychological supporters position themselves with homosexuals" Hagan 004

"Climate Stories: Anxiety, Grief, and All We Can Save" Hagan 239

"The use of illicit coercion, empathy, and social conventions" Hagan 339

11:10 A.M. - 11:35 A.M.Presenter: Shao-I Mo

"A Phenomenological Methodology for Studying the Lived Experience of Subjects with Diﬃculty in SelfExpression: Taking Autistic Children as Examples" Hagan 004

11:45 A.M. - 12:15 P.M.Presenter: Dr. Steen Halling"Dialogue, Generosity, and Hospitality"Hagan 239

TimeEvent

PresenterPresentation TitleLocation

11:45 A.M. - 12:15 P.M. Presenter: Dr. Matthew J. Kruger-Ross

11:45 A.M. - 12:15 P.M.

Presenter: Dr. Sine Maria Herholdt-Lomholdt

“Leaping-Ahead as a Heideggerian Philosophy of Teaching” Hagan 339

"Consolation - a gracious gift when death threatens" Hagan 004

12:15 P.M. - 1:15 P.M. LUNCH Student Art Exhibition Larini Room, Public Square Building

1:20P.M.- 1:30 P.M.

1:30 P.M. - 2:45 P.M.

Introduction of Panel Presenters

Dr. Audrey Cohen; Senior Dean for Research , Scholarship and Graduate Studies Madison Theatre

Panel Presentation: Dr. Mi Jin Doe and Dr. Teodara DuarteQuilao

3:00 P.M. - 3:25 P.M.Presenter: Dorte Baek Olsen

"Pondering the Humanbecoming Paradigm. Investigating Universal Humanuniverse Living Experiences with Humanbecoming" Madison Theatre

"Left to yourself in no-man`s land: patient experiences on awaiting surgery for coronary artery heart disease: a quality study." Hagan 239

3:00 P.M. - 3:25 P.M. Presenter: Dr. Donna M. Sowerby

3:00 P.M. - 3:25 P.M.Presenter: Dr. Ayumi Miyazaki

"An Exploration of the Lived Experiences of Special Education Teachers Engaged in Mentoring Programs for Novice Teachers." Hagan 339

"Being controlled, feeling uncontrollable: Japanese women’s lived experiences of their body and identity in a female prison."

3:40 P.M. - 4:05 P.M.Presenter: Dr. Frank J. Macke

3:40 P.M. - 4:05 P.M.Presenter: Dr. Carolyne Ali-Khan

3:40 P.M. - 4:05 P.M.Presenter: Dr. Kevin C. Krycka

Hagan 004

"The Problem of Identity and the Experience of Crisis: A Semiotic and Phenomenological Reconsideration of Erik Erikson’s Concept of Individuation and Development" Hagan 239

"Subjective, value laden and still worth the ride: Autoethnography in humanistic research"

Hagan 339

"Discovery, De-Centering, and Intentional Creation." Hagan 004

Wednesday, June 12, 2024

Start TimeEvent / PresenterPresentation TitleLocation

7:00 A.M. - 8:00 A.M.Check-In and Breakfast

8:10 A.M. - 8:20 A.M.Centering: Dr. Judith James-Borga and Dr. Dena Alberti

Public Square Lobby, Public Square Building

Madison Theatre, Public Square Building

8:20 A.M. - 8:30 A.M. Greeting: Dr. Joanne O’Brien Dean, School of Education and Human Services

8:30 A.M. - 9:30 A.M. Keynote Presentation: Dr. Anne Kubai "Mending Broken Social Fabric and Restoring Communities’ Wellbeing"

9:45 A.M. - 10:10 A.M.Presenter: Catherine Huard

9:45 A.M. - 10:10 A.M. Presenter: Hui-Chin Lee and Shao-I Mo

10:25 A.M. - 10:55 A.M. Presenters: Dr. Joanna Alcruz and Dr. Melissa Gebbia

10:25 A.M. - 10:55 A.M.Presenter: Dr. Lisa A. Lumley

10:25 A.M. - 10:55 A.M.

11:10 A.M. - 11:35 A.M.

Presenter: Dr. Mary Christine Jared

Presenter: Janine Chesworth, PhD Candidate

Madison Theatre, Public Square Building

"Singing narratives: the power of art in research-intervention with vulnerable migrant children and their families" Hagan 339

"The worrier: Exploring the common experiential structure of “family blueprint” among young female in Taiwan." Hagan 239

"Enhancing Academic Success for All Students: A Comparative Analysis of Self-Regulated Learning Strategies in Traditional and OnlineClassroom Settings" Hagan 239

"Exploring The Lived Experience of Signiﬁcant Other Caregivers Providing Care to Partners Surviving a Spinal Cord Injury" Hagan 339

"The Meaning of Co-Occurring Obesity and Adverse Childhood Experiences for Adult Women" Hagan 004

"Peace, friendship, and respect as a path toward ‘two-world-walking’: a story of Treaty-conscious research in a Northern Alberta Cree Nation, Canada." Hagan 239

11:10 A.M. - 11:35 A.M.Presenter: Eva J Usadi"Moral Injury and Agency"Hagan 339

11:10 A.M. - 11:35 A.M. Presenters: Dr. Cindy Paradiso, Dr. Bernadette Amicucci, and Dr. Reema Joseph

11:45 A.M. - 12:15 P.M. Presenter: Endeave McLawrence and Sandra Lorraine Chisholm Ford

11:45 A.M. - 12:15 P.M.Presenter: Dr. Samantha Weiss

11:45 A.M. - 12:15 P.M.Presenter: Dr. Idun Røseth

12:15 P.M. - 1:15 P.M. LUNCH Student Art Exhibition

"First Medication Error but the Second Victim: The Lived Experience of Novice Nurses" Hagan 004

" Nurse Migration in Grenada: A Nurse Manager’s Perspective.” Hagan 339

"To Be Tutored: Exploring How Female-Identifying Undergraduates Experience Tutoring" Hagan 239

"Access to the lifeworld of others: A phenomenological exploration of empathy in the research process" Hagan 004

Larini Room, Public Square Building

1:20 P.M. -1:30 P.M. Introduction of Panel Presenters: Dr. DJ Mitchell, Vice President for Diversity, Equity and Inclusion Madison Theatre

1:30 P.M. - 2:45 P.M.

Panel Presentation: Dr. Anne Kubai, Dr. Steen Halling, Dr. Claire LeBeau

3:00 P.M. - 3:25 P.M.Presenter: Dr. Reinhard Stelter

3:00 P.M. - 3:25 P.M. Presenters: Heather Dawn Silvera, PhD Candidate and Ticia D. McKinney

3:00 P.M. - 3:25 P.M.Presenter: Tzu-I Li and Shao-I Mo

3:40 P.M. - 4:05 P.M. Presenter: Dr. Andrea MorganEason

3:40 P.M. - 4:05 P.M.Presenter: Yann Laﬂeur

"How the study of forgiveness has aﬀected us as researchers: Lessons in Humility" Madison Theatre

"Resonance in Transformative Dialogues" Hagan 239

"The Lived Experience of Contracting STI on Youths' Academic Performance in Urban Jamaica" Hagan 339

"The study of clinical psychologist’s experience of ethical dilemma: Taking the guardian ad litem in the judicial system as an example" Hagan 004

"The Process of Mothering: Women in Recovery from Drug Addiction" Hagan 239

"La théorie, c’est bon, mais ça n’empêche pas d’exister. Theory is good; but it doesn’t prevent things from existing." Hagan 339

3:40 P.M. - 4:05 P.M.Presenter: Veroina Deslandes

7:00 P.M. - 10:00 P.M. Gala Dinner

Thursday, June 13, 2024

Eﬀectiveness of group support: Perception of family caregivers of the mentally ill" Hagan 004

Gatsby on The Ocean, 2000 Ocean Parkway, Wantagh, NY 11793

Start TimeEvent / PresenterLocation

9:00 A.M. - 10:00 A.M.Check-In and Breakfast

Public Square Lobby, Public Square Building

10:15 A.M. - 10:30 A.M.Keynote Panel Closing Presentation.Madison Theatre, Public Square Building

10:30 A.M. - 11:30 A.M. Historical Overview of IHSRC Acknowledgment of Planning Committee Members Madison Theatre

11:30 A.M. - 12:30 P.M. Closing Business Meeting Nomination of 2026 Conference Host Madison Theatre, Public Square Building

12:30 P.M. - 1:30 P.M.LunchLarini Room, Public Square Building

The

41st Annual

International Human Science Research Conference

List of Presenters

Dena Alberti, PhD, NPD-BC, HN-BC, HWNC-BC

Joanna Alcruz, PhD & Melissa Gebbia, PhD

Joanna Alcruz, PhD & Mubina Schroeder, PhD

Carolyne Ali-Khan, PhD

Børge Baklien, PhD

Malene Beck, PhD, MsN, RN

Valérie Bourgeois-Guérin, PhD

Toby Bressler, PhD, RN, OCN, FAAN & Dena Bressler, RN, BSN

Toby Bressler, PhD, RN, OCN, FAAN & Laura Dambra-Candelaria PhD, RN, MS, FNP

Janine Chesworth, MSLP, BSc, PhD Candidate

Jean-Thomas Chouinard, Doctoral Student & Valérie Bourgeois-Guérin, PhD

Scott D. Churchill, PhD

Émilie Cormier, MA, Doctoral Student &Valérie Bourgeois-Guérin, PhD

Kei Dazai, PhD Student and Clinical Psychologist

Veroina Deslandes, MScN-PMHNP, RM, RN, BSBA

Christine Sorrell Dinkins, PhD

Mi Jin Doe, RN; PhD & Teodora Duarte-Quilao, RN, PhD

Jacqueline Garvey-Henry, FNP

Steen Halling, PhD

Sine Maria Herholdt-Lomholdt, RN, M.Ed., PhD

Catherine Huard PhD/PsyD Candidate

Adamu Isah, Senior Lecturer

Mary Christine Jared, PhD, RN, PMHNP-BC

Matthew J. Kruger-Ross, PhD

Kevin C. Krycka, PsyD

Anne Kubai, PhD

Yann Laﬂeur

David Lavoie, Doctoral Student &Valérie Bourgeois-Guérin, PhD

Claire LeBeau, PhD

Hui-Chin Lee, Graduate Student & Shao-I Mo

Wei-Lun Lee, PhD

Tzu-I Li, Graduate Student & Shao-I Mo

Rebecca Lloyd, PhD

Lisa Ann Lumley, PhD, RNC-NIC, NPD-BC

Frank J. Macke, PhD, MA, BA

Amber McCall PhD, APRN, FNP-BC

Ticia D. McKinney, PhD Candidate & Heather Silvera

Endeave McLawrence, RN, Midwife, BSN

Ayumi Miyazaki

Shao-I Mo

Andrea Morgan-Eason, RN, PhD

Marcianna Nosek, PhD, MPH, CNM

Dorte Baek Olsen, RN, MCN, PhD Student

Vibeke Østergaard Steenfeldt, RN, Dipl.Ped, MScN, PhD

Cindy Paradiso PhD, Bernadette Amicucci, PhD, & Reema Joseph, PhD

Idun Røseth, PhD

Stephen Smith, PhD

Carolyn Sipes, PhD, CNS, APRN, PMP, NI-BC, NEA-BC, FAAN

Anette S. Solvi, PhD Candidate and Researcher

Donna Sowerby, PhD

Noella Steinhauer, PhD, Patricia Steinhauer, PhD, & Janine Chesworth, MSLP, BSc, PhD Candidate

Reinhard Stelter, PhD

Sonwabo Stuurman

Yu-Fang Su, Graduate Student & Rong-Bang Peng, PhD

Megan Tucker, PhD Student & Stephen Smith, PhD

Eva J Usadi, MA, BCD, CGP

Florence Vinit, PhD

Samantha Weiss, EdD, MA

Welcome Ceremonial Speaker

Welcome Ceremony, Sunday June 9, 2024 , Hays Theatre

“Applying

Phenomenological Procedures to Research in the Human Sciences.”

Scott D. Churchill, PhD

Distinguished Emeritus Professor of Psychology at the University of Dallas, Texas, United States

Biography: Scott D. Churchill earned his PhD in clinical phenomenological psychology at Duquesne University in 1984. He is currently professor of psychology at the University of Dallas, having served earlier as department chair and founding director of its master’s programs psychology. A Fellow of the American Psychological Association, Churchill was elected twice to the APA Council of Representatives and has served as president of two of its divisions (24 & 32), with 30 years of continuous service on governance. committees. He was recently re-appointed as editor of The Humanistic Psychologist, and currently serves on several journal editorial boards and international scientiﬁc advisory committees. He is a founding member of the Interdisciplinary Coalition of North American Phenomenologists (ICNAP), the Society for Qualitative Inquiry in Psychology (SQIP), and long-standing member of the International Human Science Research Conference (since 1983). Dr. Churchill has presented papers, workshops, and invited addresses at professional conferences around the world (Australia, India, Malaysia, Taiwan, Canada, England, Norway, Sweden, Denmark, Germany, and Italy). He has authored numerous articles and book chapters in the ﬁelds of phenomenological research methodology, empathy studies, human-bonobo communication, and second person perspectivity. His most recent publications include “Essentials of Existential Phenomenological Research” (APA books, 2022).

Description of Workshop: It can be a daunting experience to try to make the jump from reading Phenomenological Philosophy to conducting research in any of the Human Sciences. Even the so-called experts cannot agree on whether it’s important to utilize reflective procedures like the epoché and reduction in the conduct of qualitative research; or whether or not we are engaging in transcendental inquiry when we focus on research topics found in everyday life experiences and practices. In the first part of this workshop, we will take a look at several of these methodological concepts, and what they mean for the human science researcher. We will define more precisely what is meant by the expression “Human Science” as well as what it means to take an “Existential” approach to research. We will also discuss when and how (and to what extent) it makes sense to build one’s research analyses upon “existentials” (or eidetic structures of human being, which are themselves the result of the research efforts of phenomenological philosophers). In later portions of this workshop, we will discuss the role of empathy in generating the researcher’s intuitions into their phenomena of interest. This will include a consideration of how empathy enters into the generating of data through the research interview, as well as the analysis of data through reflective analysis. (This will also give us a context for considering whether we should follow RD Laing in referring not to “data” but to “capta” as the starting point for all disciplinary research in the “human science” tradition.)

Keynote Speakers

Keynote Speaker, Monday June 10, 2024 , Madison Theatre

“Creating

Spaces for Motion-Sensing Inquiry”

Rebecca Lloyd, PhD

Director of Graduate Studies at the University of Ottawa, Canada

Biography: Rebecca Lloyd, PhD is Full Professor & Director of Graduate Studies in the Faculty of Education at the University of Ottawa who phenomenologically researches movement with a “Function2Flow” interdisciplinary motion-sensing consciousness. Her research interests include partnered practices, physical education pedagogy, & active aging education

Abstract: What if sensations of tension, relaxation, force, and tempo became a central feature of phenomenological meaning-making? Professor Lloyd draws upon examples from her InterActive for Life Research Team and Interdisciplinary Function2Flow Research Unit to illustrate how motion-sensing knowledge may be generated and mobilized in innovative ways.

Keynote Speaker, Tuesday June 11, 2024 , Madison Theatre

“Crittercal Encounters of a Life-Altering Nature”

Stephen Smith, PhD

Professor of Education at Simon Fraser University, Canada

Biography: Stephen Smith, PhD is Full Professor in the Faculty of Education at Simon Fraser University. His phenomenological scholarship draws upon life-wide practices of mutual ﬂourishing, including those involving other-than-human lifeforms, all of which can inform the professional education of teachers and health care workers.

Abstract: I focus phenomenologically on animated consciousness within the more-thanhuman world. Taking up interspecies encounters, I describe the tactile dynamics of proximity through distance and how this vital contact can be so life-altering. Implications have to do with practices of animal-assisted learning and the promotion of holistic wellbeing.

Keynote Speakers

Keynote Speaker, Wednesday June 12, 2024 , Madison Theatre

“Mending Broken Social Fabric and Restoring Communities’ Wellbeing”

Anne Kubai, PhD

Associate Professor and Researcher at Södertörn University, Sweden

Biography: Anne Kubai, PhD is an associate professor of World Christianity and Interreligious Studies. Currently, she is a researcher at the school for Historical and Contemporary Studies in

Södertörn University, Sweden. She is Professor Extraordinarius at UNISA, University of South Africa, (Institute of Gender Studies), South Africa. She is also an affiliated Research Fellow at Stellenbosch University, South Africa. Kubai’s research interests include religion, peace and conflict, genocide and mass atrocities, gender, transitional justice, international migration, development, and psychosocial studies. A great deal of her work has focused on peacebuilding and reconciliation after mass atrocities/grave violations of human rights. She has a keen interest in the way spiritualties/religions (indigenous and others) shape social-political developments, post-conflict social reconstruction and the sustainability discourse in various parts of the world. Kubai’s work on confession, forgiveness and reconciliation in Rwanda has contributed to the debates on peacebuilding and transitional justice after mass atrocities/ grave violations of human rights.

Anne Kubai served as lecturer, Kenyatta university, Kenya; senior lecturer, Kigali Institute of Education, Rwanda; Research Director, Life & Peace Institute, Sweden; Senior Social Scientist, Division of Global Health, Department of Public Health Sciences at Karolinska Institute, Sweden; and researcher, Centre for Multidisciplinary Research on Racism, Uppsala University, Sweden.

Abstract: Mending broken social fabric and restoring communities’ wellbeing after mass atrocities and gross violations of human rights. Researching and describing the processes, dilemmas, and outcomes: a personal experience with phenomenological methods in diﬀerent cultural settings and dynamic complexities.

Panel Presentations

Monday June 10, 2024, Madison Theatre

“Reﬂections on Suﬀering, End of Life and Dying: Insights from Humanist and Existential Approaches.”

Valérie Bourgeois-Guérin

Professor, Department of Psychology, Université du Québec à Montréal

Biography: Valérie Bourgeois-Guérin holds a PhD in psychology and completed a master’s degree in social intervention. She is a professor in the humanistic section of the Department of Psychology at the Université du Québec à Montréal (UQAM) and a clinician psychologist. Her research interests include grief, bereavement, end-of- life care, medical aid on dying, qualitative research and aging. She is co-director of the Quebec Network Research on Aging (RQRV).

Jean-Thomas Chouinard

Doctoral Student (Ph D/Psy. D) Department of Psychology, Université du Québec à Montréal

Biography: Jean-Thomas Chouinard is a Ph. D and Psy. D candidate working under the direction of Valérie Bourgeois-Guérin in the Université du Québec à Montréal’s psychology depart-

ment. His main research interests include rituals surrounding death, grievance, humanistic and existential philosophy, as well as hermeneutic phenomenology. He is also a postgraduate research assistant at McGill University.

David Lavoie

Doctoral student (Ph. D/Psy. D) Department of Psychology, Université du Québec à Montréal

Biography: David Lavoie practices psychotherapy in hospital context with patients in oncology, neurology and palliative care. His main research interests include end- of-life care issues, the experience of caregivers, existential philosophy and phenomenology.

Émilie Cormier, M.A., Doctoral Student

Department of Psychology, Université du Quebec à Montreal

Biography: After completing a master’s degree in creative art therapy, Émilie is currently a doctoral candidate in psychology. Her doctoral research project aims to better understand the end-of-life palliative care experience of older persons who have an experience of homelessness. By approaching their end-of-life experience through the metaphor of home and the existential notion of inhabiting, she seeks to envision what at the threshold of death could potentially shed light on how to better support homeless individuals throughout their lives and at the end of it. Interested in innovative research methodologies, and familiar with artbased research methods, she now seeks to capture and translate with sensitivity the nuances of the lived experience of persons in situation of multiple marginalizations through qualitative and visual research methodologies.

Panel Presentations

Tuesday June 10, 2024, Madison Theatre

“Pondering the Humanbecoming Paradigm, Investigating Universal Humanuniverse Living Experiences with Humanbecoming”

Mi Jin Doe, RN; PhD

Clinical Associate Professor at Decker College of Nursing and Health Sciences, New York

Biography: Mi Jin Doe teaches nursing at Binghamton University as a clinical associate professor. She earned her Bachelor and Master of Science in Nursing and Doctor of Philosophy in Nursing from Binghamton University. As a Parse scholar, she focuses on the investigation of universal humanuniverse living experiences and the development of unique nursing knowledge from the theoretical perspectives of the humanbecoming paradigm. She explored the phenomena of hope and feeling trusted and is currently exploring the universal humanuniverse living experience of feeling comfortable. She serves as a contributing editor for Book Reviews and New Media to the international peer-eviewed journal of Nursing Science Quarterly.

Teodora Duarte-Quilao, RN, PhD

Adjunct faculty at the Webster University Geneva, Switzerland

Biography: Teodora Duarte-Quilao is an adjunct faculty at the Webster University Geneva (WUG). She obtained her Ph.D in Nursing Science at the Graduate Center, City University of New York (CUNY). She earned her MA at WUG and her Bachelor of Science in Nursing (BSN) at the University of Santo Tomas (Philippines). She has more than 20 years of leadership experiences in the healthcare system in Switzerland. She is a member of the Alpha Phi Chapter, Sigma Theta Tau International Honor Society of Nursing, Hunter College, NY; International Consortium of Parse Scholars, European Chapter; and Association of Swiss Nurses (ASI) Switzerland.

Panel Presentations

Wednesday June 11, 2024, Madison Theatre

“How the study of forgiveness has aﬀected us as researchers: Lessons in Humility.”

Steen Halling, PhD

Professor Emeritus of Psychology at Seattle University, Washington, United States

Biography: Steen Halling is a licensed psychologist and professor emeritus of psychology at Seattle University where he has taught in the MA program in existential-phenomenological psychology as well as in the undergraduate program since 1976. He holds a PhD in psychology from Duquesne University. in Pittsburgh, His research and publications have focused on topics such as psychology of forgiveness, phenomenological study of psychopathology, psychology of hopelessness, envy, interpersonal relations, and qualitative research methods. He is co-editor, with Ronald S. Valle of Existential-Phenomenological Perspectives in Psychology [Plenum, New York, 1989], and author of Intimacy, Transcendence, and Psychology [Palgrave, New York, 2008].

Anne Kubai, PhD

Associate Professor and Researcher at Södertörn University, Sweden

Biography: Anne Kubai is an associate professor of World Christianity and Interreligious Studies. Currently, she is a researcher at the school for Historical and Contemporary Studies in Södertörn University, Sweden. She is Professor Extraordinarius at UNISA, (Institute of Gender Studies), South Africa. She is also an affiliated Research Fellow at Stellenbosch University, South Africa. Kubai’s research interests include religion, peace and conflict, genocide and mass atrocities, gender, transitional justice, international migration, development, and psychosocial studies. A great deal of her work has focused on peacebuilding and reconciliation after mass atrocities/grave violations of human rights. She has a keen interest in the way spiritualties/ religions (indigenous and others) shape social-political developments, post-conflict social reconstruction and the sustainability discourse in various parts of the world. Kubai’s work on confession, forgiveness and reconciliation in Rwanda has contributed to the debates on peacebuilding and transitional justice after mass atrocities/grave violations of human rights.

Claire LeBeau, PhD

Associate Professor of Psychology at Seattle University, Washington, United States

Biography: Claire LeBeau is an Associate Professor of Psychology at Seattle University. She teaches courses at both an undergraduate and graduate level in existential phenomenological psychology. After completing her master’s degree from Seattle University in 1997, she worked in the Seattle area in a broad range of community mental health positions and in private practice. She completed her PhD in Clinical Psychology from Duquesne University in Pittsburgh, PA in 2013. Her research interests focus on the interpersonal origins of ethics, primarily through the philosophical work of Emmanuel Levinas, and the therapeutic application of phenomenology to the healing relationship.

Workshop Presentations

“Nurses

Embodiment of Grace During the Covid-19 Pandemic”

Dena Alberti, PhD, NPD-BC, HN-BC, HWNC-BC

Assistant Professor of Nursing at Molloy University, New York

Biography: Dena Alberti, PhD, RN, is a registered professional nurse with a vast clinical background in adult health. She is currently an Assistant Professor in the School of Nursing and Health Sciences at Molloy University, New York. She is board certiﬁed in Nursing Professional Development, Holistic Nursing and as a Health and Wellness Nurse Coach. Dr. Alberti’s nurse coaching experience highlights partnering with clients who live with chronic illnesses while reducing their hospital readmissions. Dr. Alberti’s research interests include mindfulness practice for direct care nurses and nurses’ experiences of engaging in presence during the Covid-19 pandemic. She has presented on these topics at National and regional conferences. She is currently the co-leader for the Long Island Chapter of the American Holistic Nurse’s Association, a member of the Eastern Nursing Research Society, and Sigma Theta Tau International Nursing honor society.

Abstract: This oral presentation will provide an overview of a completed descriptive phenomenological study which explored nurses’ lived experiences for their ability to engage in nursing presence while caring for patients with a conﬁrmed diagnosis of Covid-19 in the acute care setting during the pandemic, while highlighting how nurses embodied grace during this tumultuous health care crisis.

Using an online video platform, data collection was completed by following a semi-structured, in-depth individual interview with 11 registered nurses. Data analysis was guided by Colaizzi’s seven-step framework and foundational ethical principles were applied. This design method allowed for the true meaning and experience of presence to be revealed. At the conclusion of data analysis, the following ﬁve theme categories emerged: a) Evolving Presence: Then and Now; b) Relentless Environment; c) Altered Connections; d)Threatened Vitality; and e) Heightened Consciousness. The ﬁndings from this study reveal nurses felt genuine, and deeply

satisfied when presence was fully activated during pre-pandemic times. On the contrary, the nurses’ effort to engage in presence during the pandemic were substantially impacted, which led nurses to believe their care efforts towards their patients were inadequate. Yet, importantly, nurses identified their peer relationships and interactions with patients’ families as a constant source of grace. While their inherent values and professional commitment provided them with the fortitude to remain on the frontlines during the pandemic.

“Enhancing Academic Success for All Students: A Comparative Analysis of Self-Regulated Learning Strategies in Traditional and Online Classroom Settings.”

Joanna Alcruz, PhD & Melissa Gebbia, PhD

Molloy University Cognition and Learning Lab, Molloy University, New York

Biography: Joanna Alcruz, PhD is an Associate Professor in the School of Education and Human Services at Molloy University and teaches in the Educational Leadership Doctoral Program for Diverse Communities. Her educational background includes educational psychology from Fordham University, and measurement and evaluation from New York University. Dr. Alcruz’s expertise is in cognition and learning, quantitative research, assessment, and research methods. Prior to becoming a faculty member, she served as an accreditation coordinator for the School of Education at Molloy College. Her research focus is on self-regulated learning, motivation, academic procrastination. She has presented her studies at local and national educational conferences and teacher professional development sessions, oﬀered workshops and webinars on how to navigate learning, and written several professional publications. She recently published two books on classroom management with a focus on engaging diverse learners and strategies for student-centered classrooms. She is a co-founder and co-director of the Cognition and Learning Lab at Molloy College.

Melissa Gebbia, PhD is a Professor in the School of Arts and Sciences at Molloy University and teaches in the Department of Psychology. She earned a PhD in Industrial/Organizational Psychology from the Graduate Center of the City University of New York. Prior to her current position on the faculty at Molloy University, Dr. Gebbia taught at Hofstra University, Baruch College, and consulted for a variety of organizations and nonproﬁts as an Industrial/ Organizational Psychologist. Dr. Gebbia has published articles in the areas of Assessment, Relational Aggression, and co-authored a chapter on learner developmental outcomes and intellectual styles for The Handbook on Intellectual Styles. Dr. Gebbia teaches Research Methods, Psychological Assessment, General Psychology, Organizational Psychology, and Cognitive Psychology. The goal of her research is to improve self-regulatory skills through direct instruction. Dr. Gebbia conducts research on pedagogical approaches that contribute to Academic Self-Regulation and enhancing academic performance through motivation and learning strategies.

Abstract: Self-regulation of academic eﬀorts directly predicts academic performance. However, students engage in the regulation of learning in various degrees depending on the content and context. The primary goal of this study was to investigate diﬀerent learning strategies that

students choose to engage in diverse learning settings. Speciﬁcally, this qualitative examination of a larger mixed methods study sought to explore how the same students approach their learning in traditional versus online environments, with an emphasis on the strategies that they use to enhance their learning in both environments and potential obstacles that they encounter that hinder their academic success. The study utilized the self-regulation of learning (SRL) framework, which is a multistage educational approach encompassing the cognitive, metacognitive, and motivational processes by which learners can control their learning experiences, monitor their progress, and choose study strategies to accomplish their learning goals (Zimmerman, 1998). With its agentic faculties of fostering student autonomy, the SRL approach to learning has been linked to enhanced academic achievement (e.g., Pandero et al., 2017) and preparation for lifelong learning (Pintrich, 2000).

Using thematic data analysis (Braun & Clarke, 2006), 15 undergraduate students responded to open-ended questions within semi-structured interviews after the qualitative data collection. Three themes emerged and aligned with this study’s theoretical frameworks of self-regulated learning:

(a) the perceptions and experiences of participants with the learning strategies, (b) the motivational dimensions of learning, and (c) approaches to self-regulated learning.

The ﬁndings of this study showed that students approach learning diﬀerently in face-to-face and online environments. Interactions in a typical classroom setting often drove the engagement and motivation of students. The frequency of engagement in the active strategies was diminished for the online classes, with students “not sure what to expect before class” or not investing in preparation before the class. Some students admitted they did not prepare before the class but relied on interactions and knowledge from face-to-face settings.

Online learning generated more challenges for students in managing and monitoring their learning. In both learning environments, students heavily chose passive, low-engagement study strategies, such as rereading and reviewing provided materials. In traditional classrooms, learners had more opportunities to engage in active learning, relying on in-class interactions, peer and group discussion, and immediate reinforcement to support retention of the new content. Online students adopted a more passive approach to learning. While the online classes oﬀered a more structured learning environment, they were void of spontaneous, interpersonal, and synchronous interactions.

This study highlights the importance of humanistic research values of educational practices in the context of diversity, equity, and inclusion. Examining how students adapt their learning strategies in various contexts and settings underscores the importance of recognizing diverse learning needs and preferences. This study points to equity challenges, especially in the online learning where students may face barriers that hinder their academic success. Formulating more inclusive classroom learning designs across diﬀerent educational formats to accommodate the needs of all students and empower them to be agentic about their learning is an invitation for all educators.

“Building

Knowledge Together:

The Impact

of Social Engagement and Cognitive Guidance in Digital Learning Environments.”

Mubina Schroeder, PhD & Joanna Alcruz, PhD

Molloy University Cognition and Learning Lab, Molloy University, New York

Biography: Joanna Alcruz, PhD is an Associate Professor in the School of Education and Human Services at Molloy College and teaches in the Educational Leadership Doctoral Program for Diverse Communities. Her educational background includes educational psychology from Fordham University, and measurement and evaluation from New York University. Dr. Alcruz’s expertise is in cognition and learning, quantitative research, assessment, and research methods. Prior to becoming a faculty member, she served as an accreditation coordinator for the School of Education at Molloy College. Her research focus is on self-regulated learning, motivation, academic procrastination. She has presented her studies at local and national educational conferences and teacher professional development sessions, oﬀered workshops and webinars on how to navigate learning, and written several professional publications. She recently published two books on classroom management with a focus on engaging diverse learners and strategies for student-centered classrooms. She is a co-founder and co-director of the Cognition and Learning Lab at Molloy College.

Mubina Schroeder, PhD is a Professor in the School of Education and Human Services at Molloy University. Dr. Schroeder teaches graduate and doctoral-level courses in cognitive sciences, science pedagogy, and neurodiversity. She has her educational training in neuroscience, cognition, and science pedagogy. She has worked on research projects with Dr. Carol Dweck’s Brainology initiative, United States Department of Energy, New York University, and the Federal Reserve Bank of New York. She is the recipient of the New York Times Teachers Who Make a Diﬀerence Award for her work as a New York City public school science teacher and the United States Department of Energy twice granted her the Einstein Distinguished Educator Fellowship to research increasing engagement in science classrooms. Dr. Schroeder was elected to the Executive Board of Directors at the Global NGO Committee at the United Nations, where her projects focused on initiatives to increase awareness of climate change issues in classrooms by utilizing personal experiences. She currently serves as a co-director of the Cognition and Learning Lab at Molloy College.

Abstract: The rapid evolution of digital technologies has fundamentally reshaped the educational landscape, oﬀering new avenues for learning and collaboration. Our upcoming PechaKucha presentation at the Human Science and Qualitative Research conference will delve into the integration of the Cognitive Apprenticeship model within digital platforms to enhance learning through collaboration. This model, grounded in Constructivism and Social Learning Theory, adapts the principles of traditional apprenticeship for cognitive skill development, making it highly relevant in today’s digital learning environments.

Our study demonstrates an appreciation of the role of humanistic research values such as diversity, equity, and inclusion, showcasing how digital tools can democratize learning opportunities. We will provide a concise overview of Cognitive Apprenticeship, highlighting its key

concepts and the role of social context in learning. The presentation will illustrate how digital tools—such as online forums, collaborative platforms, and virtual communities—can be harnessed to apply this model, facilitating rich, interactive learning experiences that embrace these values.

Emphasizing the importance of collaboration, we will showcase how digital environments support collective knowledge construction, critical thinking, and cognitive development. Examples from recent studies will demonstrate the eﬀectiveness of collaborative learning strategies in promoting engagement and understanding among learners, while also fostering an inclusive learning community.

The PechaKucha format, with its fast-paced, visually driven delivery of 20 slides for 20 seconds each, will ensure a dynamic and focused exploration of the subject. We will discuss innovative digital tools, including Perusall, Wakelets, and Augmented Reality via Google Cardboard, that empower learners to connect and collaborate in immersive ways, further enhancing diversity, equity, and inclusion in learning experiences.

This presentation aims to provide educators and learners with practical insights into leveraging Cognitive Apprenticeship and collaborative techniques in digital settings. By embracing these approaches and the humanistic values they support, we can enrich the learning experience, fostering an environment of active engagement, shared discovery, and inclusivity in the digital age.

“Subjective, Value Laden and Still Worth the Ride: Autoethnography in Humanistic Research.”

Carolyne Ali-Khan, PhD

Assistant professor at Molloy University in the Program for Educational Leadership for Diverse Learning Communities, New York

Biography: Carolyne Ali-Khan is an Assistant professor at Molloy University in the Program for Educational Leadership for Diverse Learning Communities. She is a Graduate Center, CUNY with a PhD in Urban Education. Prior to joining Molloy University, she spent 12 years working in Educational Foundations at the University of North Florida. She is also a former NYC high school teacher with 20 years of experience working with diverse youth.

Abstract: As researchers and educators, we are trained to value objectivity in research, not only does this have its limits, but the objective “voice from nowhere” encourages researchers to silence and censor themselves. In this PechaKucha presentation I focus on the opposite of objective research as I explore the possibility of a gracious space for self through autoethnographic and embodied subjectivity.

Critical pedagogue Paulo Freire (1972) argues that educative practices can be “domesticating” and further the status quo by limiting knowledge to that which is widely agreed upon, owned by experts and “neutral” or in direct opposition to this, it can be “liberatory,” subjective, prob-

lem- posing, in process and perpetually dialogical. Similarly, liberatory knowledge is always in the process of forming and being formed and through this lens subjectivity is not a position to be avoided, but a means to access deeper truths. In keeping with this line of thinking, in my work as a researcher I often employ autoethnography. With a methodological focus on the self, autoethnography (a way of writing ethnography by exploring the self and personal experience) centers subjectivity and from this vantage point seeks to push research into deep questions about the human experience as lived. It additionally oﬀers researchers a gracious space from which to exist in the worlds they study.

My aim in this presentation is to highlight the possibilities for furthering gracious space, equity and inclusion through the subjectivity of autoethnographic and particularly embodied autoethnographic research. From the ﬁndings in my research, I also seek to raise a second set of questions about the ways that conceptions of propriety might work against the value of inclusivity. Drawing from a series of single authored and co-authored work I oﬀer examples of the ways that autoethnographic narrative research can further humanistic goals by exploring the body as a site of knowledge.

In a series of PechaKucha slides I weave together subjective experiences from my own life and autoethnographic writings, (e.g. Author A, 2015 ; Author A, 2016 and the experiences of a frequent co-author and research colleague, (e.g. Author B & Author A, 2020; Author A & Author B, 2022) to bring into focus the ways that values of diversity, equity and inclusion can be accessed through a deeper understanding of the self in situ, while I also push at how reiﬁed values of tradition, propriety and respect might be at odds with the values of inclusivity and equity. I hope to raise more questions than I answer, as I invite fellow researchers to consider the ways that research that values subjectivity and embodied corporeality can open the doors to insights about the ways that gracious space can be lived and shared in research.

“The Use of Illicit Coercion, Empathy, and Social Conventions.”

Børge Baklien, PhD

Associate Professor Inland Norway University of Applied Sciences

Biography: Børge Baklien, PhD, is an associate professor at Inland Norway University of Applied Sciences. He has a PhD in health sciences, speciﬁcally in positive mental health and human relationships. His research interests include mental health, phenomenology, and sociocultural determinants of health. Marthoenis Marthoenis, MSc MPH, PhD, is a lecturer in the Department of Psychiatry and Mental Health Nursing, Universitas Syiah Kuala, Banda Aceh, Indonesia. His research interests include the epidemiology and services provision for post-traumatic stress disorder, addiction, and metabolic syndrome in both psychiatric parents and the general population. Arif Rahman Aceh, SKep, Ns, MKep, is a lecturer at STIKes Flora, Medan, Indonesia. His research focuses on mental health nursing, community health, and gerontology. He has authored several books on nursing management and psychosocial problems in parents with mental disorders. Miranda Thurston, BSc, MSc, MBA, PhD, is a professor of public health at the Faculty of Health and Social Sciences at Inland Norway University of Applied Sciences.

Her recent published works focus on the relationship between mental health and well-being and physical activity among young people, as well as conceptual and methodological issues related to measuring mental health and well-being, especially among marginalized groups.

Abstract: Coercion has the potential to break a person’s spirit, dehumanize and depersonalize individuals, making it a primary concern in mental health care. The unlawful use of restraints on people facing psychosocial challenges not only violates human rights but also causes additional psychological, physical, and emotional harm. Around the world, numerous women, men, and children have experienced restraint or confinement due to psychosocial distress, living as virtual prisoners in their homes or communities and enduring unsightly scars from being shackled (Sharma, 2016). Despite these alarming consequences, coercion persists, often justified with good intentions. Restricting the liberty of people with psychosocial difficulties is often rationalized as being in the “best interest of the patient” (Szasz, 1998).

This presentation delves into the unlawful use of coercion, with a focus on examples from Indonesia, speciﬁcally the practice of “pasung,” which involves restraining individuals with psychosocial disabilities through methods such as tying with ropes or chains. The exploration extends to the ethical implications of coercion, contending that well-intentioned motives often underlie such actions. We consider the importance of empathy in preventing harm and upholding human rights in particular social and cultural situations. Insights from interviews with family members using Pasung illustrate how social norms, cultural processes, and stigma can limit their empathy and lead to harmful practices such as illegal coercion.

Our starting point is to diﬀerentiate empathy from sympathy, underscoring that empathy entails understanding another person’s experiential world and subjective experience (Edith Stein). In contrast, sympathy may involve projecting one’s feelings onto another. The text discusses how- empathy can be restricted in stressful situations, using Indonesian examples to demonstrate the impact of social and cultural conditions on coercion.

Further exploration of the mental health landscape in Indonesia reveals challenges in the mental health care system, the persistence of pasung despite its illegality, and the social and cultural factors that contribute to family coercion. It underscores the importance of considering the socio-cultural context when addressing harmful practices and advocates for a shift toward ﬁrst-person approaches and empathic care in mental health.

In conclusion, the text argues that when empathy reaches its limits, attention often shifts to the other’s behavior rather than understanding their underlying experiences. It advocates an empathic interest in the person, emphasizing the need to recognize the other as a person with subjectivity and to act in their best interests through ﬁrst-person approaches to mental health care. However, putting oneself in another’s shoes to emotionally connect and recognize their otherness changes our perception of what is best for others. This raises the question of whether empathy can prevent harm and protect human rights in stressful situations where social conventions guide actions. The argument is that social conventions, or the arbitrary rules and norms that govern everyday life about the “best interests of the other,” arise from sympathy rather than empathy.

“BODYimPOSSIBLE

– A Phenomenological Exploration of Young Individuals’ Encounters in Diabetes Clinics.”

Malene Beck, Nurse, MsN, PhD

Associate Professor and Nurse, Children and Adolescent Department, Zealand University Hospital and Faculty of Health at The Institute of Regional Health at the University of Southern Denmark

Biography: Dedicated to advancing pediatric care, my research journey centers on the intersections of care, spaces, and places, and wellbeing. Focused on creating meaningful changes, I lead interdisciplinary teams and navigate the complexities of healthcare through teaching and mentorship. With a foundational background in pediatric research, my practice-based approach is devoted to exploring the world of pediatrics. Central to my eﬀorts is the aim to increase well-being and reduce vulnerability for children, adolescents, and their families in the face of illness and engagement with the healthcare system.

Abstract: Entering the world of young individuals with TDM1

What is it like to be a young individual grappling with the unseen yet impactful challenges of type 1 diabetes (T1DM)? How do treatment modalities shape their embodied lived experiences? In what ways are the medical devices used in their care constitutive of their embodiment? Despite the global prevalence of T1DM among young people, there remains a lack of understanding of how both the disease and medical therapies aﬀect their body amidst diabetes management. This project aims to bridge this gap by delving into the experiences of youngindividuals, seeking to uncover the (im)possibilities of the body concerning diabetes and their world of body acceptance during T1DM.

Methodological guidance

Drawing on Max van Manen’s phenomenology of practice, this study explores the lived experiences of young individuals with T1DM. Emphasizing thoughtfulness and reﬂection, the focus is broadly on technological embodiment; and, speciﬁcally how diabetes technologies, such as insulin pumps, shape young people’s being-in-the-world.

Philosophical Lenses

Inspired by Maurice Merleau-Ponty’s writings on embodiment, the study interprets the body as the foundation for human existence, emphasizing its role in deﬁning expectations, habits, and daily life. His work provides insights into how illness, the body, and bodily changes, seemingly insigniﬁcant externally, are experienced by young individuals with T1DM.

Three Interconnected Studies

The study comprises three interconnected components. Study 1 explores the nuanced embodied experiences of young individuals in diabetes outpatient clinics. Study 2 investigates shared body perceptions through focus-group interviews, shedding light on social perspectives. Study 3 involves a collaborative eﬀort with young individuals, families, healthcare professionals, and researchers to develop a theoretical model based on their lived experiences.

Data Collection

This conference presentation aims to exemplify a transformative study, providing a glimpse into the unique possibilities that this qualitative research can oﬀer from engaging with young individuals with T1DM embodied experience.

Perspectives and Reﬂection

Our study invites understanding of youth living with T1DM. By exploring their experiences as voiced, the study forefronts their perspectives to provide invaluable insights for healthcare practice. Through the exploration of phenomenology, embodiment, and medical technology, the study aims to contribute substantively to understanding the challenges posed by T1DM and its treatment, shaping a more responsive healthcare environment for young individuals.

“Ethical Reﬂection on Qualitative Research on Suﬀering.”

Valérie Bourgeois-Guérin PhD Professor, Department of Psychology at The Université du Québec à Montréal

Biography: Valérie Bourgeois-Guérin holds a PhD in psychology and completed a Master’s degree in social intervention. She is a professor in the humanistic section of the Department of Psychology at the Université du Québec à Montréal (UQÀM) and a clinician psychologist. Her research interests include grief, bereavement, end-of-life care, medical aid on dying, qualitative research and aging. She is co-director of the Quebec Network Research on Aging (RQRV).

Abstract: Many qualitative researchers explore human experience in an attempt to understand it better. Several of their research projects, carried out in various disciplines, directly or indirectly address the experience of suﬀering of individuals or groups. Frequently, research questions aim to shed light on, better understand, denounce, and/or alleviate various forms of suﬀering.

Designing and conducting research on suﬀering, interviewing people who experience it, analyzing narratives and other works that bear witness to it, invites us to adopt an ethical stance towards the people we encounter as we interpret their stories. More broadly, it also encourages us to consider how we, as researchers, relate to ourselves.

There is a great deal of literature on ethics in qualitative research. However, most of it focuses on ethical debates on themes such as informed consent, data collection, the conﬁdentiality of participants (Denzin & Lincoln, 2008; Martineau, 2007) and, more recently but still rarely, on the emotions experienced by researchers (Mallon and Elliott, 2019).

We believe that existential approaches can contribute to these reflections and provide us with rich insights into the ethics of qualitative research on suffering. In this presentation, we will explore how these approaches can help us adopt ethical stances towards participants, while interpreting data, and in relation to ourselves as researchers who choose to work on the threshold of suffering.

To answer this question, we will combine writing on ethics in qualitative research with reﬂections on Gilligan’s ethics of care (1982), Levinas’s (1971) philosophy, Ricoeur’s (1992) philosophy, and our own experiences as researchers studying suﬀering.

We will share address how these authors invite us to adopt an ethical stance: 1-towards our participants, 2-in our interpretive process, and 3-in relation to ourselves as researchers. We will see how we can guide ourselves with the principles of care, concern for others, openness, benevolent curiosity, and reciprocity, as inspired by Gilligan’s ethics of care. We will also discuss how we can guide ourselves with the principle of responsibility, inspired by Levinas’s ethics, as well as those of sensitivity and openness to otherness, as inspired by Ricoeur and Levinas. Finally, we will reﬂect on how this can be implemented in our research.

“Sweeping IBD Under the Rug: The Observant Jewish Experience of Duality Living with Chronic Illness.”

Toby Bressler, PhD, RN, OCN, FAAN

Senior Director of Nursing for Oncology and Clinical Quality Associate Professor of Medical Oncology Icahn School of Medicine at Mount Sinai, New York

Dina Bressler, RN, BSN

Contributing Author, Nurse Manager

Biography: Toby Bressler, PhD, RN, OCN, FAAN, is the Senior Director of Nursing for Oncology and Clinical Quality and an Associate Professor at the Icahn School of Medicine at Mount Sinai. As the Chair of the Mount Sinai Health System Oncology Nursing Steering Committee, she ensures standardization of best practice through policy and procedure development, and professional development across seven hospital sites. Dr. Bressler is a Fellow in the American Academy of Nursing, a Fellow and Vice Chair of the Nursing Section in the New York Academy of Medicine, and the President of The Orthodox Jewish Nurses Association. Dr. Bressler received her PhD from Molloy University, Master’s degree from New York University, and Bachelor of Science in Nursing from SUNY Downstate. Melding her faith with nursing science and social justice, Dr. Bressler’s advocacy has improved health-equity for at-risk communities. Her scholarship and research promotes access to cancer and palliative care among faith-based minorities. Dr. Bressler has disseminated this highly specialized work in more than 60 peer reviewed journal articles and book chapters spanning 20 countries and across ﬁve continents. A transformational leader, the impact of Dr. Bressler’s contributions cross a nexus of community, clinical, and educational settings, helping to advance global understanding and policy formation.

Abstract: Background: Inﬂammatory bowel diseases (IBD), that include ulcerative colitis (UC) and Crohn’s disease (CD),are incurable, chronic immune-mediated inﬂammatory conditions of the digestive tract characterized by abdominal pain, urgent and bloody diarrhea, fatigue, and weight loss due to nutrient malabsorption. Adherence to treatment, nutrition,

and the extent to which the patient follows the prescribed medication regimen in drug, dose, route, timing, and frequency, is critical to induce and maintain remission, manage symptoms, and reduce hospitalizations and complications. IBD is 3-5 times more common in Jews than in non-Jews living in Western countries. In New York City alone, there are an estimated 10-17 thousand Observant Jews (OJ) living with IBD.

Purpose: The purpose of this research was to understand the experience of OJ patients with IBD. No previous studies have explored barriers and facilitators of treatment adherence in OJ patients with IBD. Lessons learned from this research may be translatable to other racial, ethnic, and religious minority groups.

Methods: This exploratory qualitative study used Edmund Husserl’s philosophical framework and Colaizzi’s method of data analysis were utilized. The authors of this abstract identify as Observant Jewish and had immediate access to this population as trusted members of the community. 16 subjects from the Northeastern region of the U.S., self-identiﬁed as observant Jews within their community and have been treated for IBD, were recruited for this study. In person interviews were conducted using a qualitative phenomenological approach. The voices of these participants who are living with the experience of IBD illuminated the essence of the phenomenon.

Results: The participants of this study reﬂected on their experiences of living with a chronic disease. They shared reliance on their faith and faith-based leaders, misinformation of IBD within the OJ community, misunderstanding of the OJ cultural practices from the medical establishment, and the power of community. Themes synthesized from the data were: 1) lack of knowledge 2) keeping conﬁdences 3) faith and the sanctity of human life 4) social connectedness.

Significance: Improving the cultural-responsiveness of care can improve patient outcomes. These findings may be used to influence educational training for healthcare providers and program development to improve culturally-responsive care and may result in better patient outcomes. This study illuminates some of the faith-based and cultural issues of this population and these may help meet the needs of this other faith based and cultural minority communities (Jehovah’s Witnesses, Amish, Indigenous communities).

Objectives: Gain insight regarding the lived experience of OJ people living with IBD and understand some of the faith-based and cultural issues of this community. Develop a deeper understanding of the healthcare experience of this minority faith-based and culturally diverse community living with a chronic illness. Summarize knowledge that may have the potential to be used as a guide to assist the shaping of future training programs for healthcare professionals in order to meet the needs of diverse minority groups.

“Informal Milk Sharing in The Orthodox Jewish Community: A Phenomenological Exploration.”

Toby Bressler, PhD, RN, OCN, FAAN Senior Director of Nursing for Oncology and Clinical Quality Associate Professor of

Medical Oncology Icahn School of Medicine at Mount Sinai, New York

Laura Dambra-Candelaria PhD, RN, MS, FNP

Contributing Author, Assistant Professor of Nursing at Molloy University, New York

Abstract: Informal sharing of human milk is increasing in the United States. The Orthodox Jewish population is known to donate and obtain milk routinely through informal sharing. Although, Orthodox Jews constitute only 10% of U.S. this population gets married earlier and has signiﬁcantly higher rates of birth than the general U.S. population. The U.S. Food and Drug Administration recommends against the informal sharing of human milk. However, learning about the experience of informal donation from the perspective of mothers who routinely engage in this process may allow us to develop guidelines for safe milk sharing for all mothers who routinely engage in this process and choose to informally milk share.

Methods: the primary author of this abstract identifies as Orthodox Jewish, has immediate access to this population, and is a trusted member of the community. Orthodox Jewish women from the U.S., who self-identified as informal donors within their community were selected for this study. In person qualitative interviews were conducted by the first and second author using a qualitative phenomenological approach. Edmund Husserl’s philosophical framework and Colaizzi’s method of data analysis were utilized.

Results: Informal donation has been described as a positive, valuable, and nurturing experience. Themes include: 1) sustained faith in G-d, 2) fear of the establishment, 3) a strong reliance on social connectedness, and 4) community cohesiveness and cultural practices. Participant’s faith in God supporting their milk production, their generosity towards others and a generalized apprehensiveness of the secular community and the medical establishment are highlighted in the several themes which illuminate the shared experience of the Orthodox Jewish mother who engages in informal milk sharing.

Implications for practice: By understanding the processes of informal milk sharing in a cultural group where it is routine, health care providers may learn about nuances in the practice to help inform decisions for all families who choose to engage in this activity. Informal milk sharing may help women to reach their personal breastfeeding goals and improve breastfeeding exclusivity and duration.

“Peace, Friendship, and Respect as a Path Toward ‘Two-World-Walking’: A Story of Treaty-Conscious Research in a Northern Alberta Cree Nation, Canada.”

Janine Chesworth, M.S.L.P., B.Sc., PhD Candidate

Pediatric Speech-Language Pathologist and Clinical Educator at the University of Alberta, Canada

Biography: Janine Chesworth is a pediatric Speech-Language Pathologist (SLP). Her early education experiences span 21 years and have included both co-teaching and consulting in preschool classrooms alongside her long-term role as a clinical educator at the University of Alberta. Since 2013, Janine has provided early-learning SLP to Indigenous communities both on and oﬀ reserve. It is within these settings that Janine was inspired to pursue the work of researching relational ethics within professional SLP practice. She is currently a doctoral student in Special Education in the Department of Educational Psychology at the University of Alberta and has evolved to be a language revitalization research lead and project co-coordinator for a First Nation in Northern Alberta. Through the human science lens of phenomenology, her study seeks to sensitize the ﬁeld of SLP to the ethical considerations of working in Indigenous contexts by better understanding the lived experiences of Indigenous children and their families receiving SLP care. In addition, she hopes to improve the ability of researchers to meet the unique relational and ethical responsibilities of working with Indigenous communities.

Abstract: Treaty, as a promised agreement, has existed between Indigenous peoples of North America and settlers for hundreds of years. One of the ﬁrst treaties on record was the teiohatek kaswent, created between the Dutch Europeans and the Mohawk peoples in 1613: There are two rows of purple, and those two rows have the spirit of your ancestors and mine. There are three beads of wampum separating the two rows and they symbolize peace, friendship, and respect. (Royal Commission on Aboriginal Peoples, 1996, p.116).

This treaty is widely known, as an example, for codifying how treaty partners would relate to each other: how they were to treat each other and live together. In its symbology lies an expression of a relationship founded on peace, friendship, and respect whereby a sharing of knowledge and an attitude of cooperation are embodied in a negotiated co-existence. These are the two purple rows running alongside each other: two ways of life, two ways of laws, two peoples. The distinct and unique ways of being, thinking and doing of each nation were to be maintained rather than crossed. As an extension of this expectation is the responsibility of both Treaty parties to ‘walk in two worlds.’ Yet, how do we understand the meaning of ‘two-world-walking’? Of living alongside another in a non-intersectional relationship? Of being

apart yet together? History would tell us that that this challenge of achieving ‘two-world-walking’ is diﬃcult in and of itself.

For those who engage in work with Indigenous peoples, there is a need for the researcher to understand and embody the spirit of ‘two-world-walking.’ Yet what is the meaning of this phenomenon? As a speech-language pathologist and a researcher working with First Nations communities in Canada, I have embraced an attitude of Treaty-consciousness and as such I have endeavored to take on the responsibility of walking with one foot in an Indigenous world. Just as the three white beaded rows in the agreement, teiohatek kaswent, encapsulate the spirits, peace, friendship, and respect, so do I endeavor to elicit their presence within the work I have engaged in. This presentation will explore the phenomenon of ‘two-world-walking’ and elucidate the ways that I have chosen to honour my commitment to being Treaty-conscious, and how that has resulted in my deep enmeshment with a First Nation in Northern Alberta, Canada.

“Considerations

for Research in a Plains Cree Community”

Noella Steinhauer, PhD, Patricia Steinhauer, PhD, & Janine Chesworth, PhD Candidate

Noella Steinhauer, PhD

Associate Professor in Studies in Educational Leadership at the University of Alberta

Biography: Noella Steinhauer is a proud nehiyaw iskwew Cree from the Saddle Lake Cree Nation. She is an associate professor in Studies in Educational Leadership at the University of Alberta. Dr. Steinhauer has held various leadership roles; including principalships in First Nation schools as well as the Edmonton Public School District. She was the Vice-president of Education at Inspire for six years and held brief posts with Alberta Education. Noella’s career in education began as a classroom teacher in 1989, where she spent more than 10 years as a secondary social studies teacher. Throughout her 35 years in the educational ﬁeld, she has remained focused on the improvement of First Nation student success. Her research interests include; leadership, First Nation school leadership, policy frameworks, Indigenous ways of knowing, Indigenous knowledge, Cree language, and collaborative leadership.

Patricia Steinhauer, PhD

Associate Professor in the Faculty of Education at the University of Alberta

Biography: Patsy Steinhauer, PhD, is a member of Saddle Lake Cree Nation in Treaty 6 territory, the community where she was raised and educated. Her parents are Genevieve and the late Walter Steinhauer. She has two children, a daughter and a son. Dr Steinhauer is an Associate Professor in the Faculty of Education at the University of Alberta and cross-appointed to the Aboriginal Teacher Education Program (ATEP). She is also a Professor in the Indigenous Peoples Graduate Education Specialisation. Her research interests include First Nations Treaty education and policy, nehiyawewin language contexts and intelligences, Indigenous pedagogy – kiskinohamâkewin, kiskinohamâsiwin, kiskinwahamâtowin, and theory and curricular

approaches that honour nehiyaw intelligences of okiskinwahamâkewin. Dr Steinhauer has over 15 years of combined experience as a classroom teacher and school principal. Additionally, she has nine years of service in educational administrative and leadership roles in First Nations and Provincial contexts. Her commitment in education remains rooted in honouring ancient nehiyaw language and ceremonial ethics and contexts.

Janine Chesworth, M.S.L.P., B.Sc., PhD Candidate

Pediatric Speech-Language Pathologist and Clinical Educator at the University of Alberta, Canada

Abstract: Drs. Noella Steinhauer and Patsy Steinhauer are nehiyaw iskewak (Plains Cree) and professors from the University of Alberta, Canada, and members of Saddle Lake Cree Nation. As ﬂuent speakers of their Plains Cree language they are aware of the complexities in conducting ethical research in this ancient context of Plains Cree knowing. Janine Chesworth is a doctoral candidate at the University of Alberta, who, with intensive mentorship, has been and continues to be successfully engaged in community work at Kehewin Cree Nation, also located in Northern Alberta, Canada.

Situatedness is foundational and critical in developing an understanding of Plains Cree philosophical, educational, science and relational viewpoints. One must always ask, “awina maka kiya” or, who exactly are you? The question must be answered in relation to the work, the community, your kinship positionality, your investment in and beneﬁt to the community. This is especially important for researchers who are immersed primarily in western research frameworks and desire to conduct research in First Nation contexts. Entrance, acceptance, and successful Cree community-based work can be elusive to the researcher without awareness of the unique philosophical and relational frameworks inherent in these spaces. These can include humor, conversational styles and social conventions can vary across cultures and even genders. Some examples are the ﬁrmness of a handshake or the rules for respectful interactions between genders in social situations.

While this presentation explores some of the key obligations and responsibilities that

researchers must honour when entering a Cree First Nations community, there are practical implications that can inform other research contexts. This is not designed to be a guide for entrance or application into all Indigenous communities, rather to provide some considerations for entrance into speciﬁc contexts. In this way, the philosophical constructs these researchers will be sharing stand to positively contribute to the ﬁeld of qualitative research at large.

“Exploring

How Heterosexual Psychological Supporters Position Themselves with Homosexuals.”

Kei Dazai, PhD Student and Clinical Psychologist

Division

of Clinical Psychology,

Graduate School of Education, The University of Tokyo

Biography: Kei Dazai is a PhD Student at the University of Tokyo and a Clinical Psychologist. His research focuses on the life stories of sexual minorities and their interactions with the majority. He is also involved in supporting socially withdrawn individuals engage in activities and is interested in the conditions under which diﬀerent others can feel safe with each other.

Abstract: Mental health problems among homosexuals have been noted through various indicators, such as depression, anxiety, and suicide attempts (Piöderl & Tremblay, 2015). Underlying these are social constructions, such as views, attitudes, and stigmas, that demean homosexuals (Meyer, 2008). They experience social stigma as a negative view of society and tend to internalize it and embrace self-stigma, which inhibits a positive self-concept and, thus, mental health (Newcomb & Mustanski, 2010). Although supporters are urged to recognize stigma in psychological support (APA, 2021), it is essential to note that microaggressions may occur unintentionally in this process.

These microaggressions, characterized by conveying disrespect and contempt, can harm the self-concept and supportive relationships of homosexuals (Sue, 2010). Considering the above, this study aims to clarify how heterosexual psychological supporters perceive homosexuals and relate to themselves and examine the conditions under which involvement promotes or hinders supportive relationships.

The research participants were 11 heterosexual individuals who were qualified clinical psychologists or certified psychologists currently providing psychological support. This was considered to maintain diverse years of experience in providing psychological support. Semi-structured interviews were conducted to assess the image of homosexuals in everyday and supportive situations. The analysis employed positioning theory (Harré & van Langenhove, 1999) to understand how individuals are situated within the narrative exchange, influenced by social discourses. The study utilized coding and categorization to analyze how individuals position themselves regarding what they perceive as acceptable (deserving) and unacceptable (undeserving) behavior in interactions with heterosexuals. Background discourses and interactions were also examined.

Contrasting images of homosexuals were found concerning “otherness” and “commonness.” Individuals who were “aware” of their potentially hurtful behavior were more inclined to perceive homosexuals as “otherness” in their self-image, whereas those who were “actively involved” tended to view homosexuals as “commonness” in their self-image. Harmful self-images often prompt distancing behaviors, whereas imagining the experiences of homosexuals and recognizing personal assumptions and heteronormativity can foster active supportiveness. Microaggressions and discourse regarding their relationship were examined. Heteronormative discourses were found to contribute to discomfort with homosexuality, while supportive discourses ran the risk of leaning toward avoidance of homosexuality. Simultaneously, there was a risk of over-identification, where individuals pretended to understand. These findings underscore the importance of understanding conditions under which supporters can effectively engage with their homosexual clients without causing harm.

“E

ﬀectiveness of Group Support: Perception of Family Caregivers of The Mentally Ill.”

Veroina Deslandes, MScN-PMHNP, RM, RN, BSBA

Lecturer and Coordinator of the Psychiatric Mental Health Nurse Practitioner, UWI School of Nursing, Mona, University of the West Indies

Biography: Mrs. Veroina Deslandes completed a Master’s Degree in Nursing—Psychiatric Mental Health Nurse Practitioner in 2006, a Bachelor’s Degree in Business Administration and additional training in Psychiatric Nursing, Midwifery, Addiction Studies, and Dispute Resolution. She is currently a MPhil/PhD student. Her nursing career spanned over 27 years, with experience in dermatology, surgery, and psychiatry. She worked in a supervisory capacity on a psychiatric unit and a Retired Captain of the Jamaica Defence Force, where she worked as the Force Counselor for over nine years. She has been employed as a Lecturer and is the Coordinator of the Psychiatric Mental Health Nurse Practitioner Program since 2018 at the UWI School of Nursing, Mona, University of the West Indies. Her research interest is “Trauma-ACEs in Children/Adolescents.” In her spare time, she enjoys gardening, listening to music, travelling and networking.

Abstract: Background: Caregiver support groups are interventions used to support family caregivers. Those attending support groups ﬁnd an outlet to express needs and painful emotions. They learn from each other’s coping strategies and form new social relationships and friendships. An increase in mental illness diagnoses is a challenge for family caregivers who play a pivotal role in rehabilitation and care. Studies conducted found that Jamaican caregivers of the mentally ill complain of a high level of burden, stress, depression, stigma and trauma.

Purpose: The study aims to examine the eﬀectiveness of caregivers’ support groups in providing educational, psychological, and social support and to determine the assistance received by caregivers through group interactions.

Methodology: A phenomenological study design was used to explore the perceptions of family caregivers of mentally ill persons regarding the eﬀectiveness of group support. The data were collected through an in-depth interview guided by a series of researcher-developed questions consisting of 13 demographic questions and 15 open-ended questions about the caregivers’ roles and experiences within the support group. Probes were utilized as necessary as each interview progressed. The sample consisted of 6 family female caregivers between the ages of 39 and 88 who were purposively selected to participate in the study. Thematic analysis was used to analyse the transcribed interview scripts.

Results: The ﬁndings indicated that caregivers had positive experiences in the support group and that it provided psychological, educational, and social support. However, caregivers thought that the contact hours were inadequate.

Conclusion: Caregivers, however, believed that despite the group’s eﬀectiveness, it would be much better if there were more than one facilitator. Also, implementing an organized structure for meetings conducted would make the group more eﬃcient.

Key Words: Family caregivers, support group, mental illness, perception, eﬀectiveness.

“Climate Stories: Anxiety, Grief, and All We Can Save.”

Christine Sorrell Dinkins, PhD

Kenan Professor of Philosophy Woﬀord College, Spartanburg, South Carolina

Biography: Christine Sorrell Dinkins has a PhD in philosophy with a specialization in Socratic method. She is the Kenan Professor of Philosophy at Woﬀord College, where she teaches courses in Ancient Greek Philosophy, Socratic-Hermeneutic Research Methods, and Phenomenology. She is co-editor of Listening to the Whispers: Re-thinking Ethics in Healthcare (University of Wisconsin Press) and co-author of Our Dissertations, Ourselves: Shared Stories of Women’s Dissertation Journeys, a qualitative research monograph (Palgrave Macmillan). Her current scholarship focuses on Socratic-hermeneutic methods in phenomenological community-engaged research, in collaboration with undergraduate students and community partners. Recent faculty-student research studies include “Inclusive Place-making in Spartanburg, SC: Amplifying Latinx Voices through Community-Based Research,” “Contextualizing Kindergarten Readiness Data: A Qualitative Research Study of Forest Park Neighborhood in Spartanburg, SC,” and “Climate Stories of South Carolina.” Dr. Dinkins consults as a Socratic facilitator for strategic visioning, team development, and group self-understanding. She also leads workshops in Socratic pedagogy for educators in nursing and allied health ﬁelds.

Abstract: “Existential problems call for extraordinary creativity.” Climate experts and activists argue that climate communication is one of the most significant factors to move society and policies toward meaningful steps to preserve our future on this planet. Polls show that support for climate action is high, but messaging can make a significant difference. Many people who support action do not frame their concerns in terms of “climate change” or even “climate.”

People notice the hotter days becoming a problem, notice their favorite pond drying up, notice their house ﬂooding when it never used to, but they do not frame these concerns in terms of climate change or climate action. Experts on climate communication recommend a variety of strategies, including (a) meeting people where they are and (b) focusing on the “big why” that drives the most people – saving a livable planet for future generations.

Timothy Morton argues that the climate crisis is also a crisis for our habits of thought, and that we need to change the way we think in order to have even a chance of addressing the climate crisis. He argues that the power of the humanities is a sort of alchemy that can address grief and anxiety and guide us toward new, more helpful ways to think about the world and our place in it. In this presentation, I will discuss a research project that attempts to respond to this call for “extraordinary creativity” and the power of the humanities (especially philosophy, narrative, and art) to address grief and anxiety. In this ongoing research project, conducted in collaboration with undergraduate teams in summers 2022 through to the present, students combine climate communication techniques with Socratic-hermeneutic reﬂective interviewing to elicit climate stories from members of their community. With these young people serving as climate communication ambassadors and human science researchers, the goal is to share the stories *from* a variety of generations while speaking *to* a variety of generations, to communicate (a) a remarkable amount of shared values and desires, (b) action steps individuals can take privately and publicly in their communities, and (c) hope and stories of resilience to help combat forces that can paralyze climate action, such as the anxiety expressed by youth and the grief expressed by older generations. Empowered, informed agency is the best antidote to anxiety and grief and the best way to save all we can of our beautiful world. The hope is that this research will: amplify voices across generations, inform and empower individuals and groups to pursue climate action, raise awareness about climate injustice, and convey the dual messages that we can save ourselves and the planet, and that “later is too late.”

“Fathers Lived Experiences in The Delivery Room During the Birth of Their Children at a Maternity Hospital in Jamaica”

Jacqueline Garvey-Henry

Presenting Author, Family Nurse Practitioner & Lecturer, Nurse Practitioner Program and BScN Program at the University of the West Indies School of Nursing

Christine Smith, MScN-FNP, RM, RN

Contributing Author, Family Nurse Practitioner

Cynthia Pitter, PhD, RM, RN

Contributing Author, , Registered Nurse

Biography: Mrs. Jacqueline Garvey-Henry is a Family Nurse Practitioner & Lecturer in the Nurse Practitioner Program and BScN Program at the University of the West Indies School of Nursing, Jamaica since 2017. Her nursing career spans 39 years serving mainly at the primary

care level in school health, women’s health, and primary health care facilities. She is currently adding her voice to changing the narrative on herbal remedies use and promoting the integration of complementary therapies into healthcare. She currently pursues MPhil/PhD studies on the use of non-pharmacological modalities for COVID-19 in Jamaica.

Abstract: Background: Fathers are very important in the lives of their children. They are becoming increasingly aware, interested, and desiring to be intricately involved in the reproductive processes. This includes being in the delivery room to witness the birth. However, the experience garnered is multifaceted and is not without its challenges as fathers have described a myriad of happenings. The purpose of this study was to explore the experiences of fathers who were present in the delivery room during the birthing process at a Type A maternity hospital in Jamaica.

Methodology: This qualitative descriptive phenomenological study was conducted at the University Hospital of the West Indies. Ten (10) fathers were interviewed via telephone over a four (4)- week period until data saturation occurred. These fathers were purposively selected. Mothers who were for discharge from the postnatal ward and whose spouses were present on the labour ward during the birth of their children were asked to invite their children’s father to contact the research team or to obtain their permission to share their contact number with the research team. All ethical considerations were adhered to as ethical approval was given from the Mona Research Ethics Committee at The University of the West Indies and the University Hospital of the West Indies Chief Executive Oﬃcer. Data were analyzed using a thematic approach.

Findings of the study: Accommodating fathers in the delivery room during the birth of their children has positively impacted them. Five sub-themes emerged from the narratives of the experiences gained by fathers in the delivery room, namely: clinician’s acceptance and support; close bonding and attachment; clinicians’ knowledge and eﬃciency; preparedness of fathers to give support; fathers being inspired and amazed with their experience.

Conclusions: Hospital policies that place a limit on fathers’ involvement from antenatal clinic visit need to be revisited. In enabling the fulﬁlment of Sustainable Development Goal number 3 - good health and wellbeing - investing in healthcare needs to become a priority in order to reap the long-term impact of a better society. Fathers have a role in the labour room and their lived experiences are inﬂuenced by the midwives.

Keywords: Childbirth; Fathers; Lived experience; Labour and delivery room.

“Dialogue, Generosity, and Hospitality.”

Steen Halling, PhD

Professor

Emeritus of Psychology

at Seattle University, Washington

Biography: Steen Halling is a licensed psychologist and professor emeritus of psychology at Seattle University where he has taught in the MA program in existential-phenomenological psychology, as well as in the undergraduate program since 1976. He holds a PhD in psychology from Duquesne University. in Pittsburgh, His research and publications have focused on topics such as psychology of forgiveness, phenomenological study of psychopathology, psychology of hopelessness, envy, interpersonal relations, and qualitative research methods. He is co-editor, with Ronald S. Valle of Existential-Phenomenological Perspectives in Psychology [Plenum, New York, 1989], author of Intimacy, Transcendence, and Psychology [Palgrave, New York, 2008], and editor of The Lived Experience of Forgiveness [Lexington Press, 2023].

Abstract: Dialogue, as Gadamer (2004) demonstrates, involves giving oneself over to the topic being discussed and to the conversation as a process outside of one’s ego control. In phenomenological research, as well as in everyday life, dialogue is essential to the emergence of new understandings. A number of other scholars, such as Stephen Strasse and Karl Jaspers, have discussed the importance and nature of dialogue at length. In my presentation, I will reflect on the topic of dialogue, emphasizing the dimensions of generosity and hospitality, aspects that are implicit in this phenomenon and thus easily overlooked. For instance, Shabat (p. 359, 2017) argues that generosity involves mobilizing “the graciousness of welcoming the gifts of others.” In dialogue, this graciousness is exemplified by listening to the insights and perspectives of one’s conversation partners. As a researcher working collaboratively with colleagues for many years, I have seen how the development of a sense of trust among the group members such that they can develop a sense of being at home with each other and the phenomenon they are studying, is essential. As Vincent Bilotta (2022) has pointed out, creating an atmosphere of at-homeness is at the core of hospitality. Although these scholars’ writings are valuable and illuminating, my approach to this topic will be more experiential and reflective than theoretical, as I draw on examples of conversations and explorations from the groups I have worked with and from everyday interactions. My goal is to deepen our appreciation and understanding of the depth and dimensionality of dialogue and its power to bring truth to light through our receptiveness to others and to the world around us.

“Consolation - A Gracious Gift When Death Threatens.”

Sine Maria Herholdt-Lomholdt, R.N., M.Ed., PhD Associate professor, Faculty of Nursing and Health Sciences, Nord University Leader of the research group: Caring in Healthcare

Biography: Sine Maria Herholdt-Lomholdt is registered nurse, has a master’s degree in educational study and a PhD in care aesthetics in nursing. Since 2020 she has been working as an associate professor at Nord University, Norway. Sine teaches within the areas of care philosophy, the aesthetic of care, nursing science, care ethics, palliative care, and phenomenology as an approach and way of being in both research and practice. Sines research area and publications concentrates on the aesthetic of care within the ﬁeld of nursing practice. Her research approach is phenomenological mainly inspired by Heidegger, Gadamer, Merleau-Ponty, Løgstrup and by the philosophic aesthetics of Dorthe Jørgensen. Research projects,

which Sine has been leading, counts titles as: ‘Moments of beauty in nursing – a source for innovation?’, ‘Innovative and entrepreneurial ‘bildung’ in professional bachelor educations’ and ‘Consolation on the edge of life’. Sine has written several research papers and books on topics as bidding each other farewell upon impending death, phenomenological perspectives on professionality in nursing, aesthetic aspects of care in nursing and phenomenology as a way of living, thinking and writing towards the enigmatic in the world.

Abstract: This presentation stems from a 2-year phenomenological action research project named: Consolation on the edge of life. The purpose is to inquire into the phenomena of consolation in a context of imminent death. The leading research questions are: What is it like to be consolated? Where and how does a dying man ﬁnd consolation? And how is it possible to describe and understand the phenomenological being of consolation?

Although research on consolation can be found in pedagogical research (Olsen 2020), philosophy (Pahuus 2011), and theology (Møllehave 2017), consolation has been almost overlooked within nursing- and broader healthcare research. A few previous studies show how human relations can oﬀer consolation by being there (Norberg et al., 2001; Roxberg et al., 2008, Roxberg, 2005, 2009; Langegard et al., 2009; Tornøe et al., 2014; Matthiesen & Delmar, 2016; Wensley et al., 2017) – but also can fail by not being there or being there in an explanatory way (Roxberg 2005).

Other earlier studies (Mattsson-Lidsle & Lindström, 2001; Langegard et al., 2009; Tornøe et al., 2014; Ter Bogt et al., 2017; Wensley et al., 2017; Kitzmüller, 2022; Thorsen, 2022) show that consolation can be experienced as a gift coming suddenly and unwillingly, as in the sense of the warmth of the sun or in the sight of a lively squirrel on the terrace. What we learn from these studies is that consolation, on one hand, is possible to oﬀer in relations – on the other hand, consolation sometimes comes to presence when it is least expected. These two dimensions: Consolation as created by humans and consolation as a gracious gift coming from somewhere ‘beyond’, lay a foundation for the study.

The empirical departure consists of phenomenological interviews (van Manen 2014) with terminally ill people at a hospice and a palliative oncological hospital ward in Denmark. The empirical departure also involves go-alongs at the same hospice and palliative ward as well as dialogues with nurses and physiotherapists working at these places. The dialogues were carried out inspired by Hansens wonder-labs and Socratic dialogues (Hansen 2015) and resulted in 9 essays written by the involved nurses and physiotherapists. These essays are a part of the empirical material.

Reflecting across the many lived experiences of consolation in the material, it seems as consolation can be provisionally described as an experience of leaning into something that lasts beyond our selves. Consolation seems to offer a gracious space – a possibility - to lean into- or even to be a part of eternity. Faced with imminent death and possible non-existence it is as if consolation offers an alternative: A possibility of being part of a larger life and liveliness, which will continue after the specific persons death.

This presentation will, in a phenomenological manner, show where and how dying people can ﬁnd such gracious spaces of consolation. On that basis the phenomena of consolation will be discussed in the light of the philosophic aesthetics of Dorthe Jørgensen.

“Singing

Narratives: The Power of Art as Research-Intervention with Vulnerable Migrant Children and Their Families.”

Catherine Huard, PhD/Doctor of Psychology Candidate University of Quebec, Montreal, (UQAM) Department of Psychology

Biography: Presenting Author, Catherine Huard has been a doctoral student in the humanistic psychology department since 2022. After working as an actress, singer and singing teacher, she entered psychology already convinced of the therapeutic power of the arts. In her early research, she interpreted (in the hermeneutic sense!) The words of street gang members revealed in their slams and raps. For her thesis project, it’s the voice of vulnerable migrant children that she wants to bring to the fore, both in their community and in the world of research, literally and ﬁguratively, through a singing workshop.

Contributing Author: Prudence Caldairou-Bessette (PhD/PsyD)

Clinical Psychologist, Researcher, and Professor at UQO (Université du Québec en Outaouais) and UQAM (Université du Québec à Montréal)

Biography: Prudence Caldairou-Bessette (PhD/PsyD) is a clinical child and family psychologist, researcher, and professor at UQO (Université du Québec en Outaouais) and UQAM (Université du Québec à Montréal). She has special interests in humanistic approaches, including arts-based methods, children’s participation and rights, as well as narrative and response-based practices for social justice. She prioritizes work empowering marginalized migrants and Indigenous people and communities both in research and clinical practice. She is also a member of the directors’ board for the Canadian coalition for the rights of children (CCRC).

Contributing Author: Pierre Plante, PhD ATPQ, RCAT

Psychologist and Professor at the Psychology Department of the University of Quebec in Montreal

Biography: Pierre Plante, PhD ATPQ, RCAT, art therapist since 1997 and psychologist since 2005, now full professor at the Psychology Department of the University of Quebec in Montreal (UQAM). He is the author/co-author of more than 80 professional communications, including scientiﬁc articles, conferences, and workshops. He oﬀers training both in Canada and abroad, notably through the Canadian International Institute of Art Therapy (CIIAT). He is also an honorary member of the Art Therapy Association of Thailand (ATHA). His clinical and teaching interests relate to intervention through art, creativity, phenomenology and common factors in psychotherapy. With the help of doctoral students and the collaboration of other researchers, he leads several research projects addressing these areas, in conjunction with a

variety of organizations in the Montreal region. He is a member of the evaluation- committee for the scientiﬁc journal of the Canadian Art Therapy Association (CATA). He received the Quebec Art Therapy Association (AATQ) Research Excellence Award (2005) and he also received the Distinguished Service Award in 2014 for his involvement. He has been an active member on the AATQ’s Board of Directors since 1996, active president for more 14 years.

Abstract: This research-intervention through art project proposes an innovative approach by developing a singing workshop with vulnerable migrant children (due to their status as refugees, asylum seekers or undocumented migrants) in a temporary shelter. Forced migration is rising at an unprecedented rate (UNHCR, 2022), and most families experience trauma in the process. However, it is well known that resilience and well- being are aﬀected by the conditions in host countries (Hou et al., 2020). Improving these conditions has never been so important.

Rooted in Ricoeur’s idea that self-narration can induce a re-actualization of identity (1990), this workshop has been developed halfway between the narrative approach and music therapy. It seeks to enrich interpersonal relationships (Kenny, 2018), particularly the parent-child relationship (Steinberg et al., 2021). Indeed, attachment is known to be an eminently protective factor (Beiser et Hou, 2017). Moreover, song sharing can support intergenerational and intercultural transmission, as well as self-narration (Austin, 2008) . This project adopts a participatory stance, encouraging expression and empowerment, which is particularly important in contexts of vulnerability (Aldridge, 2015). Overall, this workshop aims to foster well-being and also oﬀer a space for participants to explore what contributes to their well-being.

In this presentation, we will describe the experience, noting how play and art, considered as valuable ways to create knowledge about our humanity (Gadamer, 1976), enabled us to combine the intervention and research aspects in an ethical way, highlighting aspects of reciprocity (Bélanger et al., 2017).

“Plagiarism

Adamu Isah

Detection Techniques: Survey.”

Senior Lecturer, Department of Computer Science, Hussaini Adamu, Federal Polytechnic Kazaure, Nigeria

Biography: Adamu Isah is a Senior Lecturer, Department of Computer Science, Hussaini Adamu Federal Polytechnic Kazaure, Nigeria. He is a Graduate of Computer Science from Usmanu Danfodiyo University Sokoto, Nigeria and Universiti Teknologi Malaysia. With 15 years of experience in both research and teaching, has published many journals both locally and internationally. Currently he is Chief Examination Oﬃcer of Hussaini Adamu Federal Polytechnic Kazaure where he is employed.

Abstract: Adamu Isah*, Inusa Sani Maijama’a*, Ibrahim Muhammad Hassan*Muktar Hussaini. Plagiarism has been in existence since the 1600s. However, this badly behaved issue be-

came more disturbing when the internet became popular, offering vast room for opportunities including access to materials and resources for students. This unprincipled act must surely be taken care of to make sure good students’ character and research habit for scholars are in line with moral merits and values. So many scholars and experts in different areas have offered different solutions for curbing plagiarism. In this paper we review different methods proposed by scholars in curbing plagiarism and which method is believed to be yielding good results.

“The Meaning of Co-Occurring Obesity and Adverse Childhood Experiences for Adult Women.”

Mary Christine (Christy)

Jared, PhD, RN, PMHNP-BC New York University, Rory Meyers College of Nursing

Biography: Mary Christine (Christy) Jared is a dynamic, goal-driven and accomplished nursing professional with 32+ years of experience and success in clinical, education, research, and administrative roles in urban health care settings. She is a board-certiﬁed Psychiatric-Mental Health Nurse Practitioner and has taught undergraduate maternity and psychiatric-mental health nursing at NYU and Long Island University. She has extensive experience leading multidisciplinary healthcare teams and inspiring and empowering diverse groups of clinical and community partners to achieve shared goals. Her research interests include using qualitative phenomenological methods to examine the impact of childhood trauma on obesity in adult women, and in developing novel, holistic, integrated treatment modalities for this population. Christy is a member of the American Nurses Association, the American Psychiatric Nurses Association, Eastern Nursing Research Society, and Sigma Theta Tau and Phi Beta Kappa Honor Societies.

Contributing Author One: Sally S. Cohen, PhD, RN, FAAN, Clinical Professor

Clinical professor at New York University, Rory Meyers College of Nursing

Biography: Sally S. Cohen is a clinical professor at NYU Rory Meyers College of Nursing. Her interdisciplinary scholarship integrates child health, socio-medical sciences, public health, political science, and nursing. She has expertise in qualitative research and case study methodologies. Her current research focuses on the relationship between health and education systems in caring for young children with behavioral and developmental disabilities. She has mentored many graduate nursing students in their qualitative research. She was the 2014-2014 Distinguished Nurse Scholar in Residence at the National Academy of Medicine, where she consulted on a study on preventing bullying among children. She has practiced as a pediatric nurse practitioner, is the past editor of the journal Policy, Politics & Nursing Practice, and has a distinguished record of honors and publications. She has a PhD from Columbia University, MSN from Yale University, and BA from Cornell University.

Contributing Author Two: Karin Dahlberg, PhD, EdD, RN, Professor Emeritus Professor Emeritus, Växjö University/Linnaeus University in Sweden

Biography: Karin Dahlberg RN, EdD, PhD is professor in health sciences, partly retired. Previously she was at Växjö University/Linnaeus University in Sweden where she directed a doctoral program of health sciences as well as a center for Lifeworld Research. Together with Helena Dahlberg, she has developed a phenomenological approach to empirical research (Reﬂective Lifeworld Research). She has been a visiting scholar at several universities in the US and in the UK and has given a number of summer courses as well as lectures in the philosophy and methodology of phenomenology in the US, UK, Lithuania, Netherlands and in southeast Asia. Her articles have been translated into both Chinese and Japanese. She is on the editorial board for several international journals. She has authored a number of books and chapters on health care science and phenomenology.

Contributing Author Three: Brian Koehler, PhD, MSc, Adjunct Associate Professor Adjunct Associate Professor at New York University

Biography: Brian Koehler is an Adjunct Associate Professor at New York University in several graduate departments. He is a past Assistant Professor of Psychiatry and Behavioral Medicine at NY College of Osteopathic Medicine. Brian has taught graduate students at Columbia University, CUNY and Long Island University. He is an Associate Editor of the quarterly journal Psychosis:

Psychological, Social and Integrative Approaches, and past President of ISPS-US and Executive Board member of ISPS (www.isps.org). Brian was a scientiﬁc advisor/ reviewer for Schizophrenia Bulletin as well as several other journals. Brian is a faculty/supervisor at several NY psychoanalytic institutes, including the NYU Postdoctoral Program in Psychoanalysis. He has published many articles in peer-reviewed journals and book chapters. Brian has been in private practice in NY as a psychoanalyst, psychotherapist and supervisor for 35 years.

Authors: Mary Christine Jared, PhD, RN, PMHNP-BC; Sally Cohen, FAAN, PhD, RN; Karin Dahlberg, PhD, EdD, RN; and Brian Koehler, PhD, MSc

Abstract:

Background: Despite evidence on the association between adult obesity and adverse childhood experiences (ACEs), clinicians across many disciplines have yet to integrate this evidence into practice. This may be due to lack of clinician and patient knowledge of the meaning of living with these co-occurring conditions. The study addressed this deﬁcit by exploring the meaning of co-occurring obesity and ACEs for adult women.

Methods: A qualitative, phenomenological, Reﬂective Lifeworld Research (RLR) approach was used. Fourteen adult women (age ≥ 18) living with obesity (BMI ≥ 30), with at least one ACE were recruited online. Participants were interviewed via Zoom. Audio recordings were professionally transcribed for data analysis.

Results: A more humanistic and holistic understanding of what it means to live with cooccurring obesity and ACEs was revealed. The ﬁndings encompass a boundaryless childhood

existence, being in and out of control, and a vague/distorted sense of self. Interwoven and supporting meanings focus on obesity as an existential response to ACEs, the critical gaze of others/its impact on the self and feeling trapped in the body and closed to the world. The women’s existential struggles with their bodies and self-worth are compounded by early genesis of ACEs, indoctrination into a world of violence and upheaval, and the ongoing impact of ACEs and obesity in their lives. The rich, comprehensive data obtained in this study through Zoom interviewing provides additional evidence that qualitative phenomenological research on sensitive topics (such as obesity and ACEs) can be successfully conducted by using modalities other than in-person interviewing. This knowledge can be utilized to increase participant pool diversity and enhance the possibility of including multiple perspectives from local, regional, and international populations.

Conclusions: The ﬁndings bring to light the issues that women and the healthcare professionals that care for them face in mitigating the challenges of living with co-occurring obesity and ACEs. The results have important clinical implications for nurses, physicians, psychologists, social workers, physical therapists, and creative art therapy professionals who treat these women in healthcare settings. Recommendations for practice and future studies are included.

“Leaping-Ahead as a Heideggerian Philosophy of Teaching.”

Matthew J. Kruger-Ross, PhD

Associate Professor, Educational Leadership & Philosophy of Education, Department of Educational Leadership & Higher Education Administration, College of Education and Social Work, West Chester University of Pennsylvania

Biography: Matthew Kruger-Ross, PhD is an Associate Professor in the Department of Educational Leadership and Higher Education Administration at West Chester University of PA. He teaches graduate courses on qualitative research methodologies, curriculum, and secondary education. Matthew is also an advocate of graduate education, serving as the Chair of the Graduate Executive Council and coordinating two graduate programs at WCUPA. His research interests include the philosophy of education and technology and its impact on educational practice, curriculum theory as it relates to teaching and being a teacher, and the intersection of philosophy of education and the hermeneutic phenomenology of Martin Heidegger.

Abstract: In this proposed session I sketch an overview of a type of “solicitously engaged” teaching inspired by Babette Babich’s (2018) hermeneutical account of Fürsorge, often translated as solicitude or sometimes assistance. Heidegger’s treatment of Fürsorge appears in Sections 26 and 27 of his magnum opus Being and Time. However, before turning to Heidegger’s notoriously difficult language, I offer a lived example from my own praxis. Whenever I lead professional learning into educational technologies for and with my colleagues or other educators I typically schedule and plan for plenty of “play time”. When a colleague becomes stumped, unsure of where to click or tap next in an app or on a website, I see my role and positioning as a teacher as striving not to jump in and grab the mouse for them. Rather, my job is to be with them, sometimes offering guidance and otherwise only offering support: “You can

do this, think it through. Where would you look if you wanted to...” I sometimes have to restrain myself, my hand clasped over my mouth or my hands held behind my back to avoid the urge to step or “leap in” to help. This draw is strong, strong enough to be felt within the body viscerally. I hold myself back from slipping too quickly into “Oh, here, ﬁne, just let me do it!”

In Heideggerian terms, because Dasein as care/concern is always already co-constitutive of not only its being-in-the-world but also Mitdasein, the Other or being-with, an ethical relationship already exists: one constituted and founded within Fürsorge (solicitude/assistance). Heidegger offers two possibilities of solicitude: leaping-in and leaping-ahead. The first, leaping-in, “can, so to speak, take the other’s ‘care’ away from him and put itself in his place in taking care, it can leap in for him.” (§26, 114). The second, and “authentic” possibility, is leaping ahead “which does not so much leap in for the other as leap ahead of him (ihm vorauspringt), not in order to take away his ‘care’ away from him, but to first give it back to him as such.” (§26, 115) While solicitude has received attention by Heidegger scholars for decades, I argue that Babich’s account offers new possibilities for conceptualizing philosophies of teaching - including my own. What is more, Heidegger’s own thoughts on teaching and education as “letting learn” from the What is called thinking lecture course gains new meaning when paired with a closer analysis of Fürsorge.

“Gendlin on Discovery, De-Centering, and Intentional Creation.”

Kevin C. Krycka, Psy.D.

Professor of Psychology, Associate Dean for Social Sciences & Graduate Programs, College of Arts & Sciences at Seattle University

Biography: Dr. Kevin Krycka is Professor of Psychology and Associate Dean at Seattle University. He is past director of the Master of Arts in Existential-phenomenological psychology. Since joining the faculty in 1989, he has taught graduate and undergraduate courses while conducting qualitative research utilizing Gendlin’s Experiential Theory, Focusing, and TAE. Dr. Krycka has extensive experience teaching Focusing and Thinking at the Edge (TAE) in the USA and internationally to those in the medical and various healthcare professions (therapists, body workers, acupuncturists, etc.) as well as with persons with serious and life threatening and chronic medical conditions such as HIV/AIDS and cancers. He is a certiﬁed Focusing Instructor, past member of the Board of Directors of The International Focusing Institute, and currently sits on the Board of the Eugene T. Gendlin Center for Research in Experiential Philosophy and Psychology.

Abstract: The lifework of Eugene T Gendlin was to develop a philosophy that could generate practices applicable to the contemporary lived world. These practices could come from any discipline, assisting us in creating generative spaces in our theory, research, and experiencing that had the potential to improve life; not only our own personal lives but in that of the living world and the many systems with which we engage. Gendlin developed two practices for application; Focusing (1981) and Thinking at the Edge (TAE, 2004). Gendlin’s philosophy called A Process Model (1997), lead to major contributions to embodied psychotherapy (via Focusing)

and expanded the ways in which we engage in scholarly thinking and its fruits (via TAE). These practices lead us to use our felt understanding of a situation or topic in order to clarify and deﬁne its depth or scope.

This presentation explores the edges of the application of Eugene T. Gendlin’s philosophy and practices (i.e. TAE & Focusing) that actively engage us in a de-centering process, which allows for new, sometimes contradictory felt datum to ﬂow. Opening space for shifts in our thinking are central to the acts of discovery and form-making. De-centering is an intentional act on our part and continues as a back and forth until the felt-sense, idea or topic has reached its own stopping point. As a teacher, writer, and researcher, I use Focusing and TAE intentionally and often at any point in the process of the production of knowledge – be it to design a course, or a theoretical or research project. The main example of this intersectional and integrative approach used here is drawn from my own experience of teaching undergraduate and graduate students TAE. Teaching these practices is not without its challenges; however, the excitement of discovery, of seeing a student discover they can think in a disciplined way that brings their nascent, often dearly protected, ideas into public light, has striking and delightful impacts on the student and educator

“La théorie, c’est bon, mais ça n’empêche pas d’exister.” “Theory is Good; But it Doesn’t Prevent Things From Existing.”

Yann Laﬂeur

Research Assistant, Autisme Ensemble, Centre Hospitalier Universitaire Sainte-Justine, Montréal

Biography: Yann Laﬂeur was a doctoral student of Bernd Jager (1931-2015) in psychology at Université du Québec à Montréal. After working with people with schizophrenia, he joined the team of Autisme Ensemble at Centre Hospitalier Universitaire Sainte-Justine as a Research Assistant.

Abstract: Grace is a phenomenon that has been historically appreciated, circumscribed, and conceptualized by the Greeks, Romans, Jews, and Christians. The opportunity given by this conference to meditate on grace has permitted me to see in a revealing new light both the teachings of my late teacher Bernd Jager and the research that is being conducted with autistic adults at Sainte-Justine Hospital in Montreal where I act as a research assistant.

The subject of peer support, especially amongst autistic adults, has not been investigated in depth. This community-based approach allows participants to freely share their transformative experiences, seeing themselves in others and letting down their masks so they can appreciate themselves with new eyes.

Freud meditated on Martin Charcot’s quote (which I have used as the title of this presentation) to discover phenomena that had yet to be named1. Throughout his career, Bernd Jager, like JH van den Berg who greatly inspired him, and who wrote on miracles in his early works2,

refused to let theory obscure the divine manifestations in our existence.

Scientiﬁc results have yet to be produced in our adult autism peer support group research. But I will share some of the experiences of the participants which seem to me to resemble grace.

“The Worrier: Exploring the Common Experiential Structure of “Family Blueprint” Among Young Female in Taiwan.”

Hui-Chin Lee

Graduate Student, Department of Human Development and Psychology, Tzu Chi University, Taiwan

Biography: My name is Hui-Chin, Lee. I’m a graduate student majoring in clinical psychology. I ‘ve resided in Hualien since college. To me, this city has gorgeous scenery, and people here are dedicated to their work. In addition, inspired by the professors in the department I studied at, I’m fascinated by phenomenological approach, which focuses on how individuals live in the world and the underlying structure of their experiences. Moreover, I care deeply about various social issues, with a particular emphasis on gender issues that are important to me as a queer individual.

Second Author: Shao-I Mo

Assistant Professor, Department of Human Development and Psychology, Director of Counselling Centre, Tzu Chi University, Taiwan

Abstract: My name is Shao-I, Mo. I am an educator and mental health advocate serving as a university teacher and Counseling Center director at Tzu Chi University in scenic Hualien, Taiwan. Prior to being a teacher, I worked as a clinical psychologist, and spent many years attending to the psychological needs of children and adolescents in hospitals and communities. In 2017, I transitioned to the realm of academia, bringing a wealth of real-world experience to the classroom. As a university teacher, I passionately guide graduate students destined for careers as clinical psychologists, instilling in them the knowledge and empathy needed to make a positive impact in the field. Set against Hualien’s beauty, the university fosters a unique environment for learning and personal growth. Embracing mentorship, I cultivate a space where students gain theoretical knowledge and practical skills for effective psychological practice. Beyond the classroom, I remain devoted to championing mental health, embodying compassion, and service. My commitment to shaping the future of mental health professionals reflects a lifelong dedication to making a positive difference in individuals’ and communities’ lives.

Abstract: The study aims to explore the common experiential structure of “family blueprint” among young female in Taiwan. From birth, individuals begin to experience the meaning of “family”, and so as to achieve various developmental tasks. In Taiwan, leaving the primary family (i.e., the family of origin), starting one’s own family, and even caring for parents are all crucial steps toward becoming a “adult”. Besides, gender is also a signiﬁcant factor inﬂuencing their experience. The study is based on questions such as, what is “family”? What is “being an

adult”? How do young females in Taiwan experience the “developmental tasks”? In response to these questions, the study adopts phenomenological approach, which focuses on exploring and articulating the experiential structures, the results reveals the following: (1) “being together with family” is the way young female in Taiwan live (2) “life” is on the track of being expected to achieve diﬀerent developmental tasks and be a ﬁne “product” (3) “to be or not to be”: Having children is a big decision and source of worry for young female (4) Family blueprint among young female in Taiwan. Therefore, the results not only provide an understating of the situatedness among young female in Taiwan, but also further inspiring an appropriate guidance or recommendations for the society and policy maker.

Keywords: young adults, family blueprint, familism, phenomenology, women.

“Existential

ticed

Phenomenological Reduction as an Ethical Act: As Prac-

in Psychotherapy.”

Wei-Lun Lee, PhD

Professor,

Department of Philosophy, at The National Chengchi University, Taiwan

Biography: Wei-Lun Lee has been a professor in the Department of Philosophy at National Chengchi University, Taiwan, since 2020. Before that, he served for 20 years in the Department of Counseling and Clinical Psychology at National Dong Hwa University, Taiwan, as a professor researching and teaching clinical psychology. He is also a licensed clinical psychologist in Taiwan. He received his doctoral degree (1999) in clinical psychology from Duquesne University. His areas of specialization include phenomenological psychology, phenomenological methodology, existential hypnotherapy, and the development of indigenous clinical psychology. Dr. Lee is the author of the book “Existential Hypnotherapy” (2022, in Chinese), in which he builds a theory of situated consciousness with a phenomenological account of the interactions among the linguistic, the imagery, and the sensorial conscious acts, to unpack the phenomena of hypnotic healing. By transferring to the philosophy department, he extends his focus to clarifying the foundations of both the theory and practice of the phenomenological method as well as reconsidering psychopathological phenomena with the scope of situated conscious theory.

Abstract: When phenomenology entered psychology, it mostly concentrated on the ﬁeld of psychotherapy, from the earliest Ludwig Binswanger and Medard Boss to the Third Force in the United States which was initiated by Rollo May, as well as the Duquesne school. Similar phenomena occurred in Taiwan too, where psychotherapy formed by phenomenological orientation is called ethical healing or ethical acts, indicating its signiﬁcance in interpersonal relatedness. All of these phenomena seem to imply that phenomenology and psychotherapy have a certain close relationship. This article then inquires into the foundation of this relational phenomenon, by looking at the therapeutic implications that emerge when phenomenology is practiced in psychotherapy. It also explores, when phenomenology is marked by the method of phenomenological reduction as its core, how psychotherapy, whose central task is to initiate the process of experiential change based on interpersonal interaction, transforms and

enriches the meaning of phenomenological reduction. After exploring the possible answers to these two questions, this article came to this conclusion: In taking the existential process of others as the aim of understanding, performing phenomenological reduction has already exceeded Husserl’s original stipulations regarding transcendental phenomenological reduction and phenomenological psychological reduction, and can be named as existential-phenomenological reduction. At the same time, existential-phenomenological reduction also forms a “letting experiential process manifest” relationship between its executor, the therapist, and its counterpart, the patient, and has the latter “allow to be” within it. That is to say, existential-phenomenological reduction in psychotherapy establishes a kind of human interaction in which the primordial human-to-human relationship of “gaining existence in relationships” can be realized. It is in this sense that this article discloses the ethicality of existential-phenomenological reduction as practiced in psychotherapy, thereby providing an account for the concentration of phenomenology in the ﬁeld of psychotherapy and showing the healing path of phenomenology as well.

“The Study of Clinical Psychologist’s Experience of Ethical Dilemma: Taking the Guardian ad litem in the Judicial System as an Example.”

Tzu-I Li

Graduate Student, Department of Human Development and Psychology, Tzu Chi University, Taiwan

Biography: My name is Tzu-I, Li. I’m presently enrolled at Tzu Chi University’s Master of Clinical Psychology program in the Department of Human Development and Psychology. I’m interested in the study of child and adolescent psychology during my academic career. In the past, I worked as an intern clinical psychologist at National Hospital’s Psychiatry Department and the Child Development Center of Medical Center. My own interests in study themes are ethical dilemmas, and the judicial system. Professor Shao-I Mo is my advisor for academic research. I’m working with her to conduct phenomenological research on a variety of subjects, including autism spectrum disorders, Chinese family and society concerns, the ethics of counseling education and practice, and more.

Second Author: Shao-I Mo

Assistant Professor, Department of Human Development and Psychology, Director of Counselling Centre, Tzu Chi University, Taiwan

vironment for learning and personal growth. Embracing mentorship, I cultivate a space where students gain theoretical knowledge and practical skills for effective psychological practice. Beyond the classroom, I remain devoted to championing mental health, embodying compassion, and service. My commitment to shaping the future of mental health professionals reflects a lifelong dedication to making a positive difference in individuals’ and communities’ lives.

Abstract: Although some studies have provided a general description of ethical dilemmas and coping strategies, there is a scarcity of research discussing the ethical dilemma experiences across two or more professional systems in practical work. The purpose of this study is to provide an in-depth understanding of the ethical dilemma experiences of clinical psychologists who serve as guardian ad litems (GAL) in Taiwan . “Ethics” refers to the norms and principles governing interpersonal interactions, and it provides the operational order for maintaining interpersonal harmony and social interaction. It embodies beliefs regarding the content of proper conduct and is used to evaluate the moral principles of behaviors. “Ethical dilemmas” refer to situations where individuals are confronted with ethical issues, which may involve two or more conflicting intrinsic values or principles, and must make choices between these different values to consider the most appropriate ethical behavior. In professional work, ethical dilemmas may include issues such as how personal traits and needs influence professional roles and self-awareness, imposing values on clients, boundary management, and so forth. A method of phenomenological analysis was applied to the descriptions of GAL’s experiences. Studies reveal that ethical dilemmas emerge from the distinct structural frameworks of medical and judicial systems. Basis on this study, it enabled us to understand the structured situation experiences of the GAL, as well as provide important insights into the operations of both the medical and judicial systems. It may also prompt professionals and the general public to develop different experiential understandings and appropriate guidelines.

Keywords: Guardian ad litem, Clinical Psychologist, Judicial System, Medical System, Ethical Dilemma, Phenomenology.

“Exploring The Lived Experience of Signiﬁcant Other Caregivers Providing Care to Partners Surviving a Spinal Cord Injury.”

Lisa A. Lumley, PhD, RNC-NIC, NPD-BC Instructor, Barbara H. Hagan School of Nursing and Health Sciences, Molloy University

Assistant Director, Nursing, South Shore University Hospital, Northwell Health

Biography: Lisa Ann Lumley, PhD, RNC-NIC, NPD-BC has been a Registered Nurse for over 30 years. Dr. Lumley earned a Bachelor of Science in Nursing from Molloy College, a Master of Science in Nursing Administration from Adelphi University, and a PhD in Nursing from Molloy University. Dr. Lumley currently serves as full-time faculty in the Barbara H. Hagan School of Nursing and Health Sciences at Molloy University while continuing in practice at South Shore University Hospital, Northwell Health as Assistant Director of Nursing. Since 2005, she has maintained dual certiﬁcation in Neonatal Nursing with the National Certiﬁcation Corpora-

tion (NCC) and Nursing Professional Development with- the American Nurses Credentialing Center (ANCC). She is a member of Sigma Theta Tau, the American Nurses Association (ANA), the Eastern Nursing Research Society (ENRS), and the Association for Nursing Professional Development (ANPD).

Her research interest centers on exploring the lived experiences of signiﬁcant other caregivers providing care for partners who have survived a spinal cord injury. Dr. Lumley is committed to promoting the well-being of these caregivers through research, health policy reform, nursing practice, and nursing education. She believes that a focused eﬀort is needed to assist this population since they are often the forgotten clients.

Abstract: According to the World Health Organization, 250,000 to 500,000 people worldwide have suffered a spinal cord injury. Significant others may become caregivers responsible for meeting the needs of the dependent partner. The focus of this study is on significant other caregivers’ experiences providing care for partners after a spinal cord injury.

The effects of stress from providing care may be detrimental to the psychological and physical well-being of caregivers. Psychological distress such as anxiety and depression in caregivers is a significant public health issue that affects the quality of life for millions of individuals. There is a lack of studies focusing on the lived experiences of significant other caregivers in committed relationships with partners after a spinal cord injury. It is not known how caregivers navigate changes in their relationships and lives. Hence, a qualitative research study, guided by a descriptive phenomenological methodology, was conducted.

The purpose of this study was to explore caregivers’ experiences. To add to nursing knowledge, the research question is, what is the lived experience of signiﬁcant other caregivers who provide care to partners surviving a spinal cord injury? Through analysis of in-depth interviews with signiﬁcant other caregivers via Zoom, a rich description and essence of their lived experiences was investigated. Nurses must be knowledgeable of the caregivers’ lived experiences to adequately provide anticipatory guidance.

Purposive sampling and snowballing were used to recruit participants from online support groups and/or collegial referrals. The online groups were comprised of various signiﬁcant others who are primary caregivers for partners with a spinal cord injury. Meleis’ transitions theory provided a framework for this study. Data analysis was conducted using Colaizzi’s method of member checking.

Analysis of the interview data resulted in the identification of nine major themes. These themes illustrate the key points of the phenomenon investigated in this study as expressed by the participants. The identified themes portray the lived experiences of significant other caregivers who are providing care to partners who have survived a spinal cord injury. These themes emerged from the participants’ own words and reflect the challenges, complexities, effects on relationships, and coping mechanisms associated with being a significant other caregiver to a partner with a spinal cord injury.

“The Problem of Identity and the Experience of Crisis: A Semiotic and Phenomenological Reconsideration of Erik Erikson’s Concept of Individuation and Development.”

Frank J. Macke Emeritus Professor of Communication Studies at Mercer University

Biography: Frank J. Macke, born 1956 (Belleville, IL) is Professor Emeritus of Semiotics, Rhetoric, and Communication theory in the Department of Communication Studies at Mercer University in Macon, GA. He graduated in 1974 from Southern Illinois University at Carbondale with a B.A. degree in Political Science (with Minors in English Literature and Communication). He earned his M.A. from Missouri State University in 1980 in Communication with a focus on Rhetoric and Argumentation. In 1993, he completed his PhD in the Philosophy of Communication program at Southern Illinois University. His work is frequently published in the ﬁelds of semiotics, continental philosophy, phenomenological psychology, and communication theory. He is a founding Fellow of the International Communicology Institute. He was the Chair of the Commission on Semiotics & Communication in the National Communication Association (NCA) in 1997, and the Philosophy of Communication Division (NCA) in 2017. He served as President of the Semiotic Society of America from 2020 through 2022. His book, The Experience of Human Communication: Body, Flesh, and Relationship (Rowman & Littleﬁeld, 2015) won the Outstanding Book Award of the Philosophy of Communication Division (NCA) in 2015.

Abstract: In his book Les embarrass de l’identité (2013) Vincent Descombes examines the notion of “identity” as an epistemological puzzle for the social sciences. “Identity” has been taken to refer to selfhood, self-image, genealogy, agency, social/economic status, as well as social role/ performance, and biography/autobiography. Descombes follows the path of the term through Erikson’s (1968) notion of “identity crisis” through the legalistic use of the term as a boundary condition of “right(s).” In this paper—following a careful reading of Julia Kristeva’s (2002) concept of “intimate revolt”—I will examine the unique interaction of the existential, the psychoanalytic, and the systems-theoretic elements in Erikson’s consideration of identity as a matter of experience and transformation. Erikson posits that intimacy both necessitates an identity and serves as a boundary test of that same identity. In this regard, the puzzle of identity, rather than signifying a fragmentation of community and profound attachment can perhaps be understood as a means of repairing broken elements of society and culture.

“Exploring

Sonder: A Key to Understanding Humankind.”

Amber McCall, PhD, APRN, FNP-BC

Registered Nurse, Certiﬁed Family Nurse Practitioner, and Nurse Researcher

Biography: Dr. McCall is a Registered Nurse, Certiﬁed Family Nurse Practitioner, and nurse researcher. She enjoys nursing education and creative teaching. Her professional nursing history includes intensive care, medical-surgical nursing, hospice, & primary care. She has experience teaching at the undergraduate and graduate levels. Her research interests include

faith & health, health decision-making, & education. She is married, has six nieces/nephews, loves to travel, and has many Siberian Huskies.

Abstract: In a world teeming with diverse cultures, perspectives, and experiences, John Koenig’s (2012) concept of sonder emerges as a profound lens through which to explore the intricate tapestry of human existence. This work delves into the notion of sonder— the realization that every individual possesses a complex inner world as rich and intricate as one’s own (The Dictionary of Obscure Sorrows)— as a pivotal element in advancing international human science research and fostering gracious spaces for understanding.

Central to this exploration is the recognition that sonder transcends geographical, cultural, and societal boundaries, oﬀering a universal entry point for empathetic connection and cross-cultural understanding. By acknowledging and embracing sonder, researchers and practitioners can navigate the complexities of human relationships and interactions with heightened sensitivity and compassion.

Through an interdisciplinary literature review approach drawing from scholarly work obtained from psychology, sociology, anthropology, philosophy, and nursing, this work examines the implications of sonder for various facets of human science research. It explores how cultivating an awareness of sonder can inform methodologies that prioritize inclusivity, equity, and cultural humility, thereby enriching the depth and breadth of research outcomes.

Furthermore, this work underscores the transformative potential of integrating sonder into educational curricula and community interventions. By fostering environments that encourage reﬂection, dialogue, and mutual respect, educators and practitioners can nurture a culture of empathy and interconnectedness, laying the foundation for more harmonious and equitable societies.

Moreover, this work addresses the ethical dimensions of researching and engaging with sonder, emphasizing the importance of upholding principles of conﬁdentiality, respect, and informed consent. It highlights the need for researchers to approach their work with humility, recognizing the limitations of their own perspectives and striving to amplify the voices and experiences of marginalized communities.

Ultimately, this work contends that embracing sonder as a fundamental principle in human science research has the power to transcend disciplinary boundaries and foster a more inclusive and compassionate global community. By inviting individuals to recognize the inherent dignity and complexity of every human being, we can create gracious spaces where dialogue ﬂourishes, empathy abounds, and meaningful connections thrive.

In conclusion, this work calls upon researchers, educators, practitioners, and policymakers to embrace sonder as a guiding principle in their work, challenging them to look beyond surface diﬀerences and cultivate a deeper understanding of the shared humanity that unites us all. Through collective eﬀorts to consider sonder among humankind, we can advance international human science research and create gracious spaces where compassion, empathy, and understanding reign supreme.

“The Lived Experience of Contracting STI on Youths’ Academic Performance in Urban Jamaica.”

Heather Silvera, PhD Candidate

Lecturer and Coordinator of the Nurse Practitioner Program at the University of the West Indies, School of Nursing, Mona

Ticia D. McKinney

Contributing Author, University of The West Indies Mona, Department of Nursing, Kingston, Jamaica

Biography: Heather Silvera has been a Lecturer and Coordinator of the Nurse Practitioner Program at the University of the West Indies, School of Nursing, Mona, since September 2016. Heather has been a practicing Family Nurse Practitioner for over twelve years, where she worked in several health centers in the Primary healthcare setting in Jamaica; her experience led her to coordinate the Chronic Diseases portfolio for the parishes of Kingston & St. Andrew for four years. In 1996, she graduated from the Kingston School of Nursing and was subsequently employed at the Bustamante Hospital for Children for ﬁve years. Heather successfully completed her certiﬁcate as a Registered Midwife from the University Hospital of the West Indies in 2001. She later pursued a Master of Science Degree and became a Family Nurse Practitioner in 2005. In 2016, she graduated with a postgraduate diploma in education and training. She later transfers her clinical knowledge in a professional manner to young aspiring Nurse Practitioners. Her quest for higher academic achievement led her to begin reading for her doctoral degree in 2020. Mrs. Silvera has made several podium and poster presentations at conferences and coauthor publications. She’s in the process of preparing manuscripts for publication.

Abstract: Sexually Transmitted Infections (STIs) among youth are at an increase; this endemic is fueled by the youth population engaging in unsafe and risky sexual practices, having multiple partners, unprotected sex, and having casual and transactional sex. These behaviors can lead to poor academic performance. The experiences of youth contracting STIs have been underreported. Youths face multiple barriers to accessing STI treatment during school hours. Contracting an STI during this stage of life can have emotional, physical, and psychological impacts on them. Objective: The objective of this study was to explore the lived experiences of an STI diagnosis on youth during studies and to understand how the youth perceived the impact of an STI diagnosis. Methodology: This exploratory qualitative research occurred at an STI specialist clinic in Urban Jamaica. Ten participants were individually interviewed in person over three weeks. Five males and ﬁve females who were enrolled in secondary and tertiary school during their STI diagnosis were purposely selected. A semi-structured interview guide was utilized and was electronically recorded. The taped audio was transcribed verbatim after each session. Data collected was coded, and themes were selected. Results: The themes from the participants’ reports that impacted their lives were feelings of depression, disbelief, regret, and confusion. The themes that emerged on how STI diagnosis impacted their studies were school dropout, absenteeism, and excessive lateness. Conclusion: Contracting sexually transmitted infections during school enrollment had a negative impact on most youths’ studies,

grades, and school attendance. Further research on diﬀerent outcome measures with more participants is needed. Additionally, sexual education and prevention programs are needed to reduce the incidence and burden of STIs among youth.

Keywords: Sexually Transmitted Infection, Experience, Academic Performance.

“Nurse

Migration in Grenada: A Nurse Manager’s Perspective”

Endeave McLawrence, RN, Midwife, BSN

Registered Nurse and Midwife

Biography: Endeave McLawence entered the nursing profession on 18th February 2002 . It is her understanding that to improve patient care and evolve into a capable nurse, having a personal philosophy of nursing is needed to ascertain beliefs, values, future goals, and quality of life. Her success includes the following credentials. The core of her nursing philosophy is the notion that all patients, regardless of their social, economic, cultural, or political background, deserve to be cared for. To produce the best potential healthy outcome requires Mrs. McLawrence to refrain from any instances of discrimination and prejudice in her profession. She recognizes that there is an innate distinction between the nurse-patient relationship, which is why she prefers to say patient over client. Jean Watson’s theory of caring states that when two individuals, each with a unique background, engage in a human-to-human experience, each person’s perspective is expanded, leading to a new understanding of oneself and others as well as new opportunities in life. Endeave fascination with nurses and their ability to perform such caring duties ignited a ﬁre within her, and she aspires to model her life on these caring aspects and duties with an individualized touch.

Sandra Lorraine Chisholm Ford JP, MscN/RN/RM/PHN/Cert Nursing Administration

Registered Nurse, Registered Midwife, Public Health Nurse, Lecturer at UWI School of Nursing

Biography: Sandra Chisholm-Ford is a Registered Nurse, Registered Midwife, Public Health Nurse, Lecturer (UWI School of Nursing, Mona), Women’s Health and Gender Advocate, Researcher, Volunteer and Mother.

She is a Charter Member of the Omega Kappa Chapter of Sigma and the Kiwanis Club of Mona and member of various professional organizations including Caribbean Nurses Organization, Caribbean Network of Nursing and Midwifery Educators, Caribbean Nurses and Midwifery Federation and the Nurses’ Association of Jamaica.

She is an avid volunteer and served on the 2011UN Mission to Haiti and serves as Vice President of the Nurses Association of Jamaica, Justice of the Peace for the Parish of St. Andrew, the Women’s Health Network, member of Jamaica Health Diaspora Task Force and the Jamaica Lacrosse Association. For over 22 years, she has provided professional services to the community

of Whitﬁeld Town in St. Andrew by conducting various maternal and child health and wellness clinics.

While, Ms. Chisholm-Ford has also authored and coauthored several publications and presented at several conferences. She is currently pursuing a PhD in Gender and Development Studies, where she is seeking to implement the HPV self-testing as a means of reducing the incidence of cervical cancer among Jamaican women.

Abstract: Introduction: Migration presents numerous issues for developing nations. This impedes the countries’ capacity to develop and maintain their health systems, forcing them to provide subpar care and services to their citizens. The remaining nurses are tasked with ﬁlling the gaps in care and escalating the issues within the healthcare system.

Purpose: This study aims to explore the perspectives of nurse managers at the General Hospital, Grenada, on the factors contributing to nurse migration. It will describe Nurse Managers’ Perceptions of how they manage the nurse-patient ratio and their perspectives on the eﬀects of nurse migration on patient care and patient outcomes through a descriptive phenomenological approach.

Methodology: Following approval from the Mona Campus Research Ethics Committee and the Ministry of Health, Wellness, and Religious Aﬀairs, Grenada, a descriptive phenomenological design will be used to collect data from twenty Nurse Managers at the Grenada General Hospital using one-on-one, face-to-face interviews. Data collection is scheduled from May 1st to July 28th, 2024. The goal is to gain insights into the lived experiences of Nurse Managers related to Nurse Migration. The interviews will be recorded and transcribed verbatim, and the data will be coded into themes.

Results: The research findings will offer how nurse managers view and handle the opportunities and difficulties brought about by nurse migration in Grenada. It is anticipated that themes on the general administration of nursing personnel in Grenada migration will surface. Upon completion, the data will be secured in a locked cabinet in the office of the principal investigator for five years and then destroyed by shredding.

Signiﬁcance: Nurse managers’ perspectives must be understood to analyze the impact of nurse migration on the healthcare system in Grenada. The knowledge acquired can inform and shape policies and assist policymakers in better managing nurse migration and its eﬀects on healthcare systems.

“Being Controlled, Feeling Uncontrollable: Japanese Women’s Lived Experiences of Their Body and Identity in a Female Prison.”

Ayumi Miyazaki Japan Women’s University, International

Christian University

Biography: EEducated in US and Japanese institutions (degrees from Harvard University an the University of Tokyo; post-doctorate at the University of California, Berkeley) and with extensive research and teaching experiences in the US and Japan, the author has been researching for many years the issues of gender, sexualities, body, language and identities through various qualitative and ethnographic methods. Her ﬁelds include Japanese elementary, junior high, and high schools and universities, Japanese youth subcultures and cross-dressing practices, and a female prison. In each ﬁeld, the applicant has tried to understand the lived experiences of people in the peripheries through exploring diverse, in-depth qualitative methods, and through illuminating people’s perceptions, speech, voice, body, and feelings. The applicant adopts an interdisciplinary approach encompassing several disciplines, such as feminist and queer phenomenology, linguistic anthropology, sociolinguistics, and sociology of education. At last year’s IHSRC conference in Tokyo, she presented her work on how Japanese youth calibrated the meanings about their cross-dressing bodies.

Abstract:

This presentation explores Japanese women’s lived experiences of incarceration based on observations and interviews in a female prison. As scholars on prisons have observed, carceral facilities severely restrict the experiences of experiential worlds (e.g., Weiss 2018, Philippe-Beauchamp 2019). How do Japanese female prisoners experience the sense of being controlled in such a restricted space, yet feeling utterly uncontrollable over their body and identity? How do these women try to feel reconnected with their body and identity in an educational program in prison? This presentation seeks to answer these questions by applying a phenomenological approach to interview and observational data, namely, four one-hour long video-recorded interactions among an instructor and six inmates, and eight audio-recorded interviews with two inmates, in the course of a theft recidivism prevention program. (The data was collected as part of a research project by the “Research Group on Education in Correctional Facilities” led by Teruyuki HIROTA, in cooperation with the Department of Corrections, Japanese Ministry of Justice. This particular research in a female prison was led by Yukari NAKANO.) Much research on female imprisonment has been done in western contexts, but our research contributes to the understanding of diverse cultural experiences of female incarceration based on the rare data collected in prison facilities in Japan.

Many women in our research explained their sense of disorientation and frustration at being controlled in the prison; in particular, they had to take on many hours of prison factory work to adopt good behavioral routines. Their daily behaviors were regulated to the extent of prescribing how to walk and talk. Women also expressed pain at being cut off from their pre-carceral life and identity as a mother, a wife, a worker and a community member (Nakano 2019). Leder (2016) defines such a carceral disconnectedness as a “ruptured space,” where female inmates are “removed from a previous fabric of lived space.” Japanese women’s accounts showed that this ruptured space is extremely difficult to bear in a society, such as Japan, where relational identities are strongly valued, especially for women. Women in the research also experienced mental conditions such as eating disorders, somatoform disorders, kleptomania, and drug addiction, which further contributed to their sense of being uncontrollable, lost and disoriented.

These women dealt with their sense of uncontrollable body and identity while participating in the rehabilitation program we observed. The instructor and the participants of the program tried to transform the ruptured space to a more gracious space by sharing and aﬃrming their sense of the uncontrollable and by navigating together the diﬃcult arena of accepting the uncontrollable as it is and getting reconnected with their body and identity.

A phenomenological approach thus enables us to understand the state of being uncontrollable in women’s lived world as they experience it, without imposing a divisive and determinant category. Through grasping women’s experiences as they are in a certain cultural context, this presentation contributes to create an unruptured, experiential world for a marginalized and stigmatized individual and community in diverse cultures.

“A Phenomenological Methodology for Studying the Lived Experience of Subjects with Diﬃculty in Self-Expression: Taking Autistic Children as Examples.”

Shao-I Mo

Assistant Professor, Department of Human Development and Psychology, Director of Counselling Centre, Tzu Chi University, Taiwan

Biography: My name is Shao-I, Mo. I am an educator and mental health advocate serving as a university teacher and Counseling Center director at Tzu Chi University in scenic Hualien, Taiwan. Prior to being a teacher, I worked as a clinical psychologist, and spent many years attending to the psychological needs of children and adolescents in hospitals and communities. In 2017, I transitioned to the realm of academia, bringing a wealth of real-world experience to the classroom. As a university teacher, I passionately guide graduate students destined for careers as clinical psychologists, instilling in them the knowledge and empathy needed to make a positive impact in the field. Set against Hualien’s beauty, the university fosters a unique environment for learning and personal growth. Embracing mentorship, I cultivate a space where students gain theoretical knowledge and practical skills for effective psychological practice. Beyond the classroom, I remain devoted to championing mental health, embodying compassion, and service. My commitment to shaping the future of mental health professionals reflects a lifelong dedication to making a positive difference in individuals’ and communities’ lives.

Abstract: As a way of empirical study, phenomenology claims the necessity and significance of going back to the experience. It has evolved into a methodology of exploring individual subjective experience by interviewing people with particular experiences, analyzing the data according to the method of phenomenological reduction, and disclosing the essential structure of lived experience. In the field of disability studies, how, then, can an individual’s experiences be the target of phenomenological investigation if that individual has difficulty in self-expression, for example, a child with autistic spectrum disorder (ASD)? Traditionally, the major caregiver’s report is necessary for understanding a child who cannot properly address his/her own experience. How can this kind of report, however, stand for the child’s experience rather than the reporter’s? How can a phenomenological researcher start with the other’s report and ar-

rive at the subject’s experience that is under investigation? In response to these questions, this paper articulates a methodology for researching the lived experience of people with difficulty in self-expression. The author first developed the idea of “person-in-context” with the help of a phenomenological understanding of human existence. Secondly, this “person-in-context” was then taken as the surrounding life-world of the reported experiences involving the subject under investigation. In analysis, this is a step taking the reported experiential content with the reduction method to manifest the life-world where the subject co-situated. Thirdly, as the subject’s situated position was obtained, it was then possible to articulate the relational structure of the subject that founds his/her experiences with the surroundings. This paper lays out the steps of this methodology and concludes that, with a reliable and feasible phenomenological methodology, the subjective experience of people with difficulty in self-expression can be disclosed.

“The

Process of Mothering: Women in Recovery from Drug Addiction.”

Andrea Morgan-Eason, RN, PhD Associate Professor, Barbara H. Hagan School of Nursing and Health Sciences, Molloy University

Biography: Andrea Morgan-Eason, PhD, RN is an associate professor in the School of Nursing and Health Science at Molloy University, Rockville Centre, NY. She holds a bachelor’s degree in nursing, a master’s degree in Gerontology, a master’s degree in nursing education, and a Doctoral degree in Philosophy with a focus a concentration on Nursing Education and Research from Adelphi University. Presently, she is the course coordinator for Adult Health 1 and coordinator for the Gerontology Minor program. Dr. Morgan-Eason’s research is in Substance Abuse/Addiction with a focus on mothers and the recovery process. The research on the Process of Mothering: Women in Recovery from Drug Addiction and has been selected and presented at the Eastern National Research Society. Currently, her research has taken her to investigate substance abuse and the elderly in which she presented in Norway, in March 2024. Author of two publications: Work-Based Learning in Higher Education and Enhancing Communication Skill in Diverse Learners.

Abstract: Mothering in a variety of nursing practice settings is a significant process. Mothering during recovery from a drug addiction is an important area for study not only because of its health and mental health consequences for women, their infants, and children, but on society given the opiate crisis in the United States today. It especially influences the mortality rates, and the financial burden that comes with recovery. The process of recovery from drug addiction for mothers has not been well studied. Findings from such a study can shed light on the important nursing role regarding interventions and prevention strategies to mitigate some of the health consequences. The purpose of this study was to explore the process of mothering for women recovering from a drug addiction. The results are presented with their implications for practice with this vulnerable population.

Grounded Theory Methodology (GTM) based on Symbolic Interactionism (Streubert &

Carpenter, 2011) was used to guide the study. Data were collected through semi-structured interviews of ten women residing in a rehabilitation residential facility for drug addiction who had at least one child under the age of 18. Using the comparative analysis GTM steps, phrases were coded, then categorized and conceptualized as phases in the process of recovery.

Three final phases emerged with sub phases that explained the process: 1.) Mothering as Influencing Sobriety, 2.) Anticipatory Struggling, and 3.) Hopeful Ideal Mothering. Anticipatory Struggling was the core variable identified. Mothering as Influencing Sobriety included the sub- categories: Sobriety and Custody and Atonement of Past; Anticipatory Struggling captured the sub-categories: Self-Preservation and Overwhelming Responsibility; and Hopeful Ideal Mothering included: Providing Basics to Providing Love and Balancing Self-Needs and Motherhood. The following were also important points were noted about mothers recovering from drug addiction: Caring for their children while in recovery is often the motivator to “staying clean” and taking care of their own well-being. Taking caring of/nurturing their children, although often idealized, has been identified as a highly valued role by addicted mothers. Mothers who have experiences with substance use tend to be marginalized by society and experience strong moral pressures to maintain their role of mother. Reclaiming their “role,” “identity” and “self” is important for recovery.

The ﬁndings from this study showed that these women are vulnerable and marginalized and need a gracious space in society where the can heal and reclaim their roles as mothers and hopefully transform their lives. This study can be used to demonstrate the signiﬁcance of adding substance abuse content across nursing in curricula for undergraduate students, showed the importance of advocacy for more funding and policies that address recovery and focus on resources for recovering women and the importance of the mother-child relationship during recovery. More public policies and research are needed in developing programs that can aid these women, provide resources and support to keep the mothers and children together and safe.

“Grateful for these Gifts:” Maternal and Infant Death and Survival and Being Cared for by Joyful Motherhood in Malawi.

Marcianna Nosek, PhD, MPH, CNM Professor, School of Nursing and Health Professions, University of

San Francisco, California

Biography: Trained as a nurse and certiﬁed nurse midwife, Dr. Nosek has been a full-time faculty at the University in San Francisco, School of Nursing and Health Professions since 2007. She currently mainly teaches in the Master of Public Health Program courses such as social and behavioral health, environmental health, and maternal/child health. She also teaches in the Master of Science in Nursing Program courses such as nursing research/evidence-based practice and epidemiology.

She has been attending IHSRC since 2009 and is drawn to interpretive phenomenological

research with a focus on marginalized persons with the aim of enhancing empathic qualities in those who care for complex patients and populations. Highlights in this area include investigating the experiences of children of incarcerated parents, veterans healing from trauma through mindfulness practice, formerly incarcerated persons helping students develop phronesis through dialogue and examination of biases, and childbirth during the Covid pandemic. In addition, she has explored creative ways to present qualitative findings such as using poetic structures and first-person composite narratives. Her main service has been with a nonprofit organization in Malawi that provides nursing care to high-risk postpartum women and infants.

Abstract: Background: Malawi, in sub-Saharan Africa, has a maternal mortality ratio of 381 deaths per 100,000 live births. Many who survive childbirth experience severe maternal morbidity (SMM) related to sepsis, hypertensive disorders, hemorrhage, ﬁstulas, and ruptured uterus, which often lead to prolonged sequelae jeopardizing both the women’s and family’s survival. Infant mortality (death within the ﬁrst year of life) in Malawi remains high at 32.5 deaths per 1000 births. Many are born premature and/or are multiples, orphaned at birth, or whose mother survived a near miss death and was left debilitated with resultant decreased milk supply. Joyful Motherhood/JM (Chimemwe mu’bereki/CM), a Malawian NGO, has been providing home- based nurse care since 2008 to restore women with SMM back to health, and to care for, and support families caring for, these orphans, premies, and multiples. The purpose of this study was to gain a deeper understanding of experiences of maternal and infant morbidity and mortality in Malawi, and having received care from Joyful Motherhood.

Methods: One-on-one interviews and focus groups of beneﬁciaries of JM were conducted and digitally audio recorded between 2016 and 2023 by bilingual English/Chichewa speakers who also translated transcripts into English. Narratives were analyzed using interpretive phenomenological methods. Participants included women who experienced SMMs (who may or may not have had a fetal demise/stillbirth); women who birthed prematurely and/or had twins or triplets; and caregivers of orphans, such as grandmothers or aunts.

Findings: Stories of tragedies were shared by nearly all including details of unfolding events leading up to a mother’s death, or if she survived, up to being discharged from the hospital weak and helpless and eventually becoming cared for by Joyful Motherhood. Often it appeared that even when speaking of horriﬁc endings such as a mother’s or newborn’s death, participants were matter of fact, seemingly neutral or accepting/expecting the misfortunate situation.

Desperation and fear of caring for an orphan left behind was shared by many family caregivers. Thematic ﬁndings related to being cared for by JM include very grateful for these gifts, encouraging us to care, and advising others. Despondency transformed into hope and empowerment soon after being enrolled into Joyful Motherhood’s programs.

Discussion: Rich narratives of Malawian women who are either survivors of complicated births or caring for high-risk infants provide a glimpse into a world that many in the West cannot grasp. Phenomenological methods aﬀord the exploration of ‘that which may be hidden’ in stories of lived experiences of those struggling to survive, or facilitate the survival of those who

would most likely die without the dedicated care from loved ones.

Conclusion: Maternal and infant morbidity and mortality greatly impact Malawian families and communities, and the frequency at which it occurs is reflected in a social and individual apathy. Beneficiaries of Joyful Motherhood’s services receive the crucial support –both physical and emotional to survive and learn to become empowered to help others in their families and communities. Efforts should be made in Malawi to encourage support for grassroots organizations such as Joyful Motherhood.

“Left to Yourself in No-Man`s Land: Patient Experiences on Awaiting Surgery for Coronary Artery Heart Disease: A Quality Study.”

Dorte Baek Olsen, RN, MCN, PhD Student

Clinical Nurse Specialist, Department of Heart and Lung Surgery, The Heart Center Copenhagen University Hospital Rigshospitalet, Copenhagen Denmark

Contributing Authors: Ida Elisabeth Hoejskov and Malene Missel

Biography: Dorte B. Olsen is currently a PhD student at The University of Copenhagen. Dorte B. Olsen is working as a clinical nurse specialist in the Department of Heart surgery at the University Hospital of Copenhagen, Rigshospitalet. Dorte B. Olsen is a member of the research unit IMPACT-research and care, at the Heart Centre. Dorte B. Olsen`s research focus is on prehabilitation in patients awaiting elective coronary artery bypass surgery, both qualitative interview research, feasibility studies and scoping reviews. Dorte B. Olsen is the Principal Investigator of the CABGpreHAB trial along with Professor Selina Kikkenborg Berg, Malene Missel, Ida Elisabeth Højskov, Sune Damgaard and Christian Have Dall.

Abstract: Background: Studies of patient experiences when elective awaiting coronary artery bypass surgery (CABG surgery) is sparse but nevertheless points to the period as an uncertain time for the patients who might experience psychological distress and physical symptoms as pain due to coronary heart disease. Aspects of patient experiences while awaiting elective CABG surgery are significant when planning a future prehabilitation program. If not considering the patients’ perspective on how awaiting surgery affects them, interrupts their daily life and their preparation for the upcoming surgery, the preoperative interventions are at risk of missing the needs of the patients with no patient benefits as consequence.

Objective: To explore the phenomenon of awaiting from the perspectival experience of individuals referred to CABG surgery.

Methodology: In this study a phenomenological insight into human existence is of interest and relevance to an extraordinary life situation for these individuals experiencing awaiting surgery while living with cardiac disease. To explore the phenomenon of awaiting cardiac surgery a phenomenology of practice was employed as a human science research methodology as described by the Dutch Canadian pedagogue and philosopher Max van Manen with the pur-

pose of revealing the unique structure of a human experience, through analyzing experiences as they are lived. In this methodology the researchers strive to describe and interpret the lived world as experienced in everyday situations. Guided by this methodology 10 individual interviews with patients older than 18 years experiencing awaiting elective CABG surgery were conducted to explicate the meaning of the phenomenon ‘awaiting’ as it gives itself in and as human experience.

Findings: The exploration of the phenomenon of awaiting illuminated thematic ways of being-in- the-world as an individual with a heart disease requiring CABG surgery, which the findings have been constructed and composed around: Being left to yourself in no man’s land; Being on the sidelines of life; Being balancing between risk and hope; Being prepared to fight and being weak and dependent on social support. A paramount experiential aspect of awaiting was for the participants a feeling of being left to yourself in no man’s land. When leaving the hospital after an acute event of cardiac suffering with the message to take it easy at home while you wait, the participants experience being alone with no idea about what surgery is all about and what will happen to their heart. Being left in no man’s land becomes a symbol of the participants being thrown into an area of unknown, unclaimed, or uninhabited land in which they will have to manage on their own without previous experience to draw on. In this unknown landscape, thoughts and concerns arise about life, death, treatment, future; existential and concrete uncertainties as conditions that the individual is directed to live midst, while being in an awaiting position.

Clinical Perspectives: This study elucidates experiencing of awaiting heart surgery that relates to this felt being left to yourself in no man’s land shifting between risk and hope as an existential insight in patients’ unique needs for care and support when designing a future prehabilitation program based on holistic understanding of a complex human phenomena.

“Video Consultations – Patients’ and Nurses’ Lived Experiences with a New Consultation Form in a Diabetic Outpatient Clinic.”

Vibeke Østergaard Steenfeldt, RN, Dipl.Ped, MScN, PhD

Senior Lecturer, University College Absalon, Associate Professor, Roskilde University, Denmark

Biography: For many years, Vibeke Østergaard Steenfeldt has been interested in existential aspects within the field of nursing. During her Ph.D., she developed a novel understanding of the concept of spiritual care, which implies recognizing what the individual considers as being important in their life, and how to unfold life in view of the circumstances. With a phenomenological approach, her research encompasses different topics e.g. technology, dementia, family caregivers, diabetes, patient communication etc. always with an eye on how peoples’ existence is affected by illness and other life circumstances.

Contributing Author: Ulla Skjødt, RN, MEVO, PhD

Senior Lecturer, University College Absalon, Denmark

Biography: Ulla Skjødt’s research field is primary focused on the life situation of the elderly in the 3rd and the 4th ages including e.g., being depending on care and support, social relations, and how different kind of losses influence life . Phenomenological approach is the preferred approach to unfold the lifeworld of the elderly and related to this her research encompasses a variety of topics such as policy making, use of technology, living with a disease e.g., diabetic and dementia, being an old aged relative, loneliness, social activities and organization of care support.

Contributing Author: Mathilde Brøndum Knudsen, RN, MScN

Lecturer, University College Absalon, Denmark

Biography: Mathilde Brøndum Knudsen holds a position teaching at nursing school. Both her professional area of interest and the subject of her master thesis have been characterized by her longstanding interest in nursing practice, professional communication within this ﬁeld and ethics. Methodologically she has worked extensively within the phenomenological theoretical approach Reﬂective Lifeworld Research.

Contributing Author: Allan Kofoed-Enevoldsen, MD, DMSc

Head of Endocrinology, Zealand University Hospital, Nykøbing Falster, Denmark

Biography: Allan Kofoed-Enevoldsen brings extensive expertise in diabetes research and a primary focus on enhancing outpatient clinic performance through flexible and efficient patient pathway strategies. As head of the clinic at Zeeland University Hospital in Nykøbing, he champions the adoption of video consultations. His efforts primarily target minimizing staff incompetence in handling technical issues, a key barrier to expanding this service for patients.

Contributing Author: Mai-Britt Hägi-Pedersen, RN, MScN, PhD

Lecturer, University College Absalon, and Project Manager, E- Hospital, Region Zealand, Denmark

Biography: Mai-Britt Hägi-Pedersen is a researcher focusing on “the future of healthcare,” exploring the potential applications of digital solutions and telemedicine to support patient pathways. Her expertise lies in telemedicine and virtual consultations. Her PhD primarily emphasized neonatal nursing, with a particular focus on virtual consultations for early discharge of preterm infants and video consultations.

Contributing Author: Dorthe Gaby Bové, Docent, PhD

University College Absalon, Denmark, and Associate Professor, Roskilde University, Denmark

Biography: Dorthe Gaby Bové is specialized in applied research within the ﬁeld of nursing. Her career is characterized by a dedication to bridging the gap between theory and practice for nursing students, with a focus on person-centered care for the elderly in both hospital and home settings. Dorthe Bove’s research tackles clinical challenges in nursing, signiﬁcantly contributing to both academic knowledge and practical applications.

Abstract: Background: Many people who live with diabetes attend hospital two or more times a year for consultations with doctors and nurses in the diabetic outpatient clinic. It is time-consuming for patients to attend these consultations in regards to preparations and transportation. To improve ﬂexibility and minimize disruptions in the patients’ everyday lives, a diabetic outpatient clinic has implemented a virtual space in the form of video consultations as an alternative to physical meetings.

Aim: The study describes patients’ and nurses’ lived experiences with video consultations to form a knowledge base to guide further development of consultation forms in the future.

Design: With a phenomenological approach, we conducted narrative inspired interviews with nine patients and six nurses. A data driven analysis is used, followed by a panel discussion with members of the region’s diabetes panel and workshops with nurses from three outpatient clinics.

Conclusion: Not only are patients’ and nurses’ lived experiences of video consultations different, they also have different views on pros and cons. Nurses experience video as an opportunity to conduct consultations on the patients’ terms and especially find the function to share the screen useful to examine blood tests and charts together. They are more skeptical when it comes to talking about personal and sensitive issues and forming a relationship with the patient via video.

The patients ﬁnd the consultation form relaxing and convenient and do not share the nurses’ reservations regarding building a relationship via video. The patients attribute great importance to receiving suﬃcient technical training and to the nurses’ virtual communication skills.

Implications for clinical practice and further research: In the future, it will be a challenge for nurses among others how to create a gracious space when they meet patients in a video based virtual space. The study gives rise to consider a need for special training in virtual communication including meta communication as a part of the introduction programme for nurses. Furthermore, it gives rise to consider additional investigation into how to optimally introduce and teach the patients about the technical aspect of virtual consultations. To elaborate on these perspectives, the presentation will include a discussion of the patients’ and nurses’ diﬀerent experiences of video consultation to consider if a post phenomenological perspective can contribute to an understanding of how the nurses and patients and the technology mutually interact with each other.

“First Medication Error but the Second Victim: The Lived Experience of Novice Nurses.”

Cindy Paradiso PhD, RN-BC, CNE College of Health Professions Pace University and White Plains Hospital

Biography: Dr. Paradiso has over 20 years of experience as a Professional Registered Nurse working with medical-surgical and cardiac stepdown patients. She is a Clinical Associate

Professor at Pace University and teaches Pathophysiology and Pharmacology to sophomore and accelerated nursing students. Dr Paradiso also teaches Leadership and Professional Issues in Nursing at the undergraduate level to community college, traditional, and accelerated nursing students. Dr. Paradiso remains clinically active in the White Plains Hospital Quality Department as a Clinical Quality Nurse Specialist, analyzing patient charts and data to investigate adverse events within the facility and identify areas of improvement. Her research interests include qualitative research, patient safety in the hospital setting, medication error prevention, and developing nursing student engagement and intellectual curiosity. Prior, she conducted a phenomenological study into the experiences of student nurses and their clinical faculty during that ﬁrst student medication administration. Dr Paradiso is passionate about medication safety and takes pride in producing safe and competent nurses.

Contributing Presenter: Bernadette Amicucci PhD, DNS, MBA, FNP-BC, CNE, NEA-BC Senior Director of Clinical Education, White Plains Hospital

Biography: Dr. Amicucci is the Senior Director of Clinical Education & Director of the ANCC accredited Nurse Residency program at White Plains Hospital. She has practiced nursing for many years with experience in acute care, community health, administration, and nursing education. She earned both her DNS and PhD in Nursing and has a MBA in Healthcare. Bernadette has certiﬁcations as a Nurse Educator (CNE), Family Nurse Practitioner (FNPBC), Nurse Executive Advanced (NEA-BC) and Nursing Professional Development Specialist (NPD-BC). Bernadette has presented both regionally and nationally on nursing education and has facilitated many community training sessions. Bernadette maintains a pipeline of staﬀ by engaging in high school partnerships, serving on college advisory boards, and presenting to nursing seniors. Bernadette coordinates the Nurse Apprentice and Nurse Associate programs at WPH. In addition, she developed a Health Occupation Preview Program that launched this year to introduce HS students to a variety of health careers. Bernadette is an active member of the DEI council at WPH and works to foster DEI education and awareness. Bernadette is also an adjunct Associate Professor at the CUNY School of Professional Studies in the RN to BSN program and an independent appraiser for the American Nurses Credentialing Center (ANCC).

Contributing Presenter: Reema Joseph DNP RN, NEA-BC, GERO-BC, MEDSURG-BC, CPN Director of Nursing Magnet Program, White Plains Hospital

Biography: Dr. Joseph has been in nursing for the past 24 years. She started her career as a pediatric/medical surgical nurse and was later promoted to assistant nurse manager on the same ﬂoor. After ﬁnishing her master’s in nursing education degree, she had the opportunity to work as a clinical nurse educator for the medical surgical division. Additionally, she was the Nursing Improving Care of Health System Elders (NICHE) coordinator of the hospital dedicated to improving the nursing care of the geriatric population. As a NICHE coordinator, she was successful in achieving NICHE Exemplar status for White Plains Hospital. Dr. Joseph also has experience teaching as an adjunct faculty for the College of New Rochelle, (now Mercy College), Pace University, and CUNY SPS nursing students. Presently, Dr. Joseph serves as the Magnet program director at White Plains Hospital, steering the institution toward its fourth designation. Additionally, she contributes her expertise to the Institutional Review Board at

White Plains Hospital. She is actively involved in championing initiatives to minimize patient harm and uphold high standards of patient care.

Abstract: Introduction: One of a nurse’s biggest fears is committing a medication error and the possible consequences that follow. Nurses mean no harm and strive to provide high-quality, safe patient care. Nonetheless, medication errors in the hospital setting can result in dire consequences. Medication errors can result in patient harm, morbidity, and increased length of hospital stays and are costly to the institution. Medication errors extend far beyond the consequences to the patient and the organization. The emotional distress endured by the nurse who committed the error is collateral damage to the incident. This phenomenon is deﬁned as second victim syndrome, and it describes the trauma felt by the nurse or any health care provider who commits an error. The second victims experience shame, guilt, anxiety, grief, and depression.

Phenomena of Interest: Newly graduated registered nurses (NGRNs) lived experience of medication errors and near-miss events.

Research Design: Using hermeneutic phenomenology, 10 NGRNs with less than 12 months of experience were interviewed over Zoom with transcription, video, and audio features. The researchers initiated the interview with one open-ended, non-directional question: “Please tell me about an experience you had with medication error reporting,” to reveal the meaning of the lived experience for participants. Follow-up probing questions included: “Can you expand on that?”, “Please give me an example of a time you are thinking of….” “What feelings did you experience when this occurred?” and “If I heard you correctly… (restating what was shared)”. Transcripts were first analyzed individually by three doctorally prepared RNs with experience in qualitative research. Confirmability was assessed as recommended good practice in qualitative analysis when all researchers met to review the findings and themes identified.

Results: The essential theme Nurses Play the Role of the Second Victim was supported by the underlying themes: Emotional distress, Residual guilt, Bargaining, Being labeled, and Taking it personally as the researchers analyzed the data. The meaning units highlighted in the transcripts demonstrated that the NGRNs experienced guilt, high emotion, feelings of incompetence, and replaying the event afterward. Participants also expressed a sense of relief when the error did not fatally harm the patient.

Discussion: A challenge noted by the researchers was the difficulty in recruiting participants. Although potential participants were reassured of anonymity and confidentiality, which would not result in any negative repercussions, there was still hesitation to agree to participate. Saturation was reached with some themes quickly; therefore, the N of 10 was deemed sufficient to meet the study’s needs. Most importantly, all participants voiced a healing period as needed after the medication error event occurred.

Conclusions/Recommendations: NGRNs who commit medication errors need extra support from colleagues, administrators, and organizations. Normalizing and humanizing

medication errors would also beneﬁt NGRNs and may mitigate some of their emotional distress. Support should be demonstrated with mercy, grace, and forgiveness to address the needs of NGRNs as second victims.

“Access

to The Lifeworld of Others: A Phenomenological Exploration of Empathy in The Research Process.”

Idun Røseth, PhD Professor and Clinical Psychologist at Telemark Hospital Trust

and the University of

Agder

Biography: Professor Idun Røseth is a seasoned clinical psychologist specializing in women’s mental health during the perinatal period and infant mental health. She is also well versed in phenomenological research methodology, having authored numerous articles and instructed both PhD and master’s students in the descriptive phenomenological method. Her research and teaching endeavors make a substantial contribution to the discourse on perinatal mental health. Røseth currently holds positions as a Professor and Clinical Psychologist at Telemark Hospital Trust and the University of Agder.

Abstract: In phenomenology, consciousness is intentional and constitutes our lifeworld. However, how do we avoid falling into solipsism within our own minds and thus missing out on access to the lifeworld of others? Guided by the phenomenology of Edmund Husserl and Edith Stein, this paper delves into how we can understand others’ subjectivities, especially in qualitative research. Husserl and Stein assert that empathy and intersubjectivity, within a direct perception framework, are vital to addressing this challenge. We immediately experience other people as subjects – not as objects. Motivations, intentions, and feelings of others are directly disclosed to us through their bodily comportments and expressions. Thus, while our empathic understanding of others is rooted in the external perception of their physical body, it extends beyond mere outer behavior.

Phenomenologically, empathy is viewed as a unique and essential mode of consciousness; an intentional act “Sui Generis”. According to Stein, empathy is a primordial experience where the other’s experience is non-primordially given. Despite this direct access, deceptions may arise. We may unwittingly project our own experiences onto others, and they may conceal their motivations, intentions, and feelings from us. How can we overcome potential biases and misunderstandings that obscure our understanding of others? Stein suggests that empathy is crucial for unmasking these deceptions by engaging with the other person’s subjectivity. Further questions emerge: What role does empathy play within the phenomenological attitude as a methodological step? What mediating role and potential challenges does language pose for our empathic understanding of others within an interview situation? How do we access the lifeworld of others through our readings and analysis of written transcripts? Can empathy serve as a guiding tool when communicating the results of our analyses to others? By reﬂecting on these questions using phenomenological insights into empathy, we may enhance and reﬁne our skills as qualitative researchers.

“Qualitative

Research for Nurses Using Interpretative Phenomenology Analysis.”

Carolyn Sipes, Ph.D., CNS, APRN, PMP, NI-BC, NEA-BC, FAAN Faculty of the Nursing PhD Program at Walden University

Biography: As an NIH Fellow, received her Ph.D. from Rush University in Chicago, MSN and BSN from Northern Illinois University. At Rush University, her NIH grant-funded research focused on qualitative hermeneutics and grounded theory including HIV/AIDS for both adults and pediatrics. As a research scientist for Abbott Pharma, she was PI on research and developed the Tolerability of Medication Assessment Tool (TOMA), presented at World AIDS, Barcelona, where she received the International Distinguished Faculty award. As a professor, with more than 40 years of clinical, research, academic, and informatics experience, currently at Walden, serves as Ph.D. core faculty and dissertation mentor. Other research interests are in executive leadership, management and nursing informatics with the Chamberlain College of Nursing Informatics Research Team where she achieved rank and promotion as a full professor. The area of research at Walden is qualitative methodology, quantitative and mixed methods, and has developed numerous courses at the graduate level. Publications include the Project Management for Advanced Practice Nurses, Application of Informatics and Technology in Nursing Practice – Competencies, Skills, and Decision-Making textbooks, The Practice Specialty of Nursing Informatics; Part 4- Informatics Theory and Standards. In Saba, V.K. & McCormick, K. A. Essentials of Nursing Informatics, and other numerous publications. As a FAAN in the American Academy of Nurses, serving on the International Technology Expert Panel (ITEP) and Council for Advancing Nursing Science (CANS). With the ANA workgroup, completed revisions of the ANA Nursing Informatics Scope & Standards of Practice 3rd Ed.

Abstract: When nurses reach the PhD dissertation level, many come with a possible proposal they want to explore about patients’ experiences and perceptions of some phenomenon that may have come up during healthcare encounters. Nurses are uniquely qualified to conduct qualitative research, using a hermeneutic phenomenology design because as novice nurses, have learned to do the in-depth assessments of their patients, exploring to gain a better understanding of an issue. When starting the dissertation process with the decision to conduct a qualitative study, and using a phenomenological design, many choose the newer interpretative phenomenological approach (IPA), to gain knowledge about a phenomenon from individuals who have experienced it, rather than a quantitative method, which looks at comparison of events. The research questions are developed using the epistemological approach with a hermeneutic focus, to explore, describe and interpret patients experiences to gain a better understanding of the phenomena. The key to using the IPA approach is to guide the students through the process where they to learn how to conduct the individual interviews using a flexible interview guide with one main “open-ended”, semi structured, not “closed”, question to get the in- depth, thick data focusing on meaning and their interpretations of an event. Additional probing questions are included based on something the participants said, such as, “you said X.., tell me more about XX”... Students learn to recruit using purposive sampling and inclusion criteria which outlines the specific characteristics and experiences of the population they wish to study toward gaining an in-depth understanding of particular perspectives

and experiences. They learn to apply the saturation technique when no new information is shared, which also determines the sample size. Once approved by IRB, the students begin to gather the data through audio recordings, such as Zoom and journaling using the inductive approach, they start to interpret through their lens and document the potential codes which are drawn from the participants direct quotes in the recordings. As they begin to a develop the codes, then work to derive themes and sub-themes, they use an iterative process, reading and re-reading the transcripts, journaling to record observations, and using the constant comparative approach to compare the content back to the original recordings. The process supports the trustworthiness of the research. Once they have derived themes and codes, they compose the data to present in the form of narrative and data tables to explain the ﬁndings. The ﬁnal presentation is to share recommendations that will support positive practice change within the discipline.

“Norwegian

Foster Parents’ Journeys Through Unanticipated Foster Child Removal.”

Anette S. Solvi Clinical Psychologist and Specialist in Therapeutic Work with Adults and Children/ Youth

Biography: Anette S Solvi, is an experienced clinical psychologist and approved specialist in therapeutic work with adults and children/youth. She graduated from the University of Oslo in 2006 with a Candidatus Psychologiae degree, bringing 18 years of clinical expertise to her current academic and research roles. Solvi contributed to qualitative research during a brief tenure at the Norwegian Institute of Public Health and published an article in an international journal after a few years of practicing as a clinical psychologist. Currently, Solvi is in the ﬁnal stages of completing her Ph.D. in Psychology at the University of Oslo, while simultaneously working at Telemark Hospital in the Children and Youth Mental Health Department. In collaboration with Professor Idun Røseth, an experienced phenomenology researcher, Solvi’s research focuses on families navigating relational challenges, particularly in foster care. She explores the complexities faced by children with relational trauma and mental illness, seeking ways for parents, therapeutic and systemic interventions to contribute to their well-being. Solvi utilizes qualitative research methodologies, emphasizing phenomenological analysis to deepen her understanding. Her research aim to contribute to promoting insights and approaches within her ﬁeld and the use of qualitative methodology.

Abstract: Introduction: The purpose of this study is to explore how Norwegian foster parents can experience living through a sudden and unplanned removal of a foster child from their home. To the authors’ knowledge, no study has undertaken to date exploring the lived experiences of foster parents with descriptions prior, during removal and after. Through this exploration, we seek to shed light on foster parents’ meaning-making and navigation throughout the distinct phases of this unanticipated experience. Methods: This study is a part of a larger phenomenological study on foster parents. Participants were recruited based on their role as foster parents with a child undergoing mental health treatment at a specialized outpa-

tient clinic in Norway. Twenty-two foster parents agreed to participate in the broader study, and seven of them were selected for inclusion in this study due to their direct experience with unplanned removal of a foster child. The identiﬁcation of this experience occurred during interviews and was considered crucial for a more comprehensive understanding. We conducted in total ten interviews with two couples and three individual foster parents. Three participants underwent two interviews at diﬀerent stages (before or during, and after) of the removal process, and four participants had one interview either during or post-relocation. The data will be analyzed using a descriptive phenomenological psychological approach. The purpose of the analysis will be to describe, from a phenomenological perspective, the meaning structure of the phenomenon within the constraints of intuitive or presentational evidence.

Results: Our material capture foster families considering the foster child as their own over several years, confronting intense acts of deﬁance and occasional violence before removal. The experience includes shock during removal and subsequent emotions of loss, grief, and a dearth of post-placement support after the child’s departure. The ﬁndings are currently undergoing analysis and will be presented at the conference.

“An Exploration of the Lived Experiences of Special Education Teachers Engaged in Mentoring Programs for Novice Teachers.”

Donna M. Sowerby, PhD

Field Consultant, Brooklyn College, NYC Department of Education Substitute, Paraprofessional to Teacher Program

Biography: Dr. Sowerby is a retired educator from the New York City Department of Education with 38 years of service as a Special Educator Teacher and Administrator. She currently is serving as a Field Consultant with the Brooklyn College/NYC Department of Education Substitute/ Paraprofessional to Teacher Program. She conducts observations of Special Education Teachers that are working under their Emergency COVID-19 certiﬁcation. Previously, Dr. Sowerby worked in the Graduate Education Department of Molloy University as an Adjunct professor. She was also a data collector for WESTAT, a private research organization to gather data for the National Center for Education Statistics which publishes The National Assessment of Educational Progress in the United States. Dr. Sowerby is the president of the National Sorority of Phi Delta Kappa, Inc.-Theta Chapter, Brooklyn, New York. This sorority is a professional organization of eﬀective female educators from all components of the teaching profession. Dr. Sowerby and the members of her sorority are dedicated to training and educating youth as well as adults with the necessary skills to successfully function in our society.

Abstract: Beginning special education teachers often leave the ﬁeld within the ﬁrst 3–5 years of employment and there is ample research available on mentoring programs for beginning teachers. However, limited research exists on mentoring programs for beginning special education teachers. The purpose of this qualitative study was to explore the lived experiences of novice special education teachers in urban schools to broaden the current understanding regarding their perceptions of mentoring. Self-determination theory was the conceptual

framework for examining the mentoring relationships and the participants’ perceptions. Using a phenomenological approach, in-depth face-to-face interviews were used with a purposeful sample of 10 novice special education teachers to collect data about mentoring programs. The key research questions pertained to novice special education teachers’ perceptions regarding participation in mentoring programs for novice teachers. The findings from this study are that novice special education teachers’ exposure to mentoring varies and there is a need for mentoring programs that are specifically targeted to novice special education teachers. The results of this study revealed that the novice special education teacher participants felt confident in teaching students with disabilities. Participants also felt that mentoring was an important form of support and revealed that they intended to remain in the teaching profession, teaching students with disabilities. A better understanding of the needs of novice special education teachers will foster an improvement of mentoring programs supporting increased teacher retention affecting positive social change.

“Resonance in Transformative Dialogues.”

Reinhard

Stelter, PhD

Professor at the University of Copenhagen, Denmark

Biography: Reinhard Stelter holds a PhD in psychology and is Professor of Coaching Psychology at the University of Copenhagen and visiting professor at the Copenhagen Business School (Master of Public Governance). He is accred. coaching psychologist and invited founding fellow of the Institute of Coaching at Harvard. One of his latest empirical research projects was around group coaching/mentoring boys with migrant background in a school context which involving 25 voluntary coaches. He has two major English book publication “A Guide to Third Generation Coaching - Narrative-Collaborative Theory and Practice” (Springer) and “The Art of Dialogue in Coaching - Towards Transformative Exchange” (Routledge), the Coaching Book of the Year 2019 by Henley Business School.

Abstract: The German sociologist Hartmut Rosa (2019) talks about resonance as a possible way to further develop society. He describes the current societal situation by processes of acceleration on three levels: the technical, the social and the individual. As a counter weight to these acceleration processes, he suggest to (re)consider the importance of our relationship to the world. For this reason, Rosa reﬂects on the term resonance by focusing on family and politics, work and sports, religion and art - in which we as late modern subjects can seek out resonance. From a sociological perspective, Rosa’s focus is less on the psychological dimensions, which – on the contrary – is the focus of interest of this presentation. However, the societal analysis is the foundation for the argument of reconsidering dialogue as a central phenomenon, which is decisive for the quality of life and the psychological well-being of individuals and social communities.

Being inspired by Rosas concept of resonance, the focus of this presentation turns towards coaching as a transformative dialogues, where resonance can be applied as the central term to describe what is necessary and central to establish the dialogical relationship as the

foundation towards personal and social development. In this presentation, resonance will be investigated as a relational quality in transformative dialogues. The coach or dialogue guide becomes a fellow-human companion for their dialogue partners (Stelter, 2016).

Transformative dialogues go in depth by focusing on meaning making, value reflections and ethical anchoring. Transformative dialogues ultimately affect both/all dialogue parties in their self- understanding and in their way of seeing certain events and challenges from a renewed angel. A decisive condition for this type of dialogue is that the parties are resonant bases for each other: Largely, the reflective process is anchored in a fellow-human and value-based level related to the challenges of life that the individual concretely face. Transformative dialogues can be the foundation for emergent conversations, which open up for a co-creative approach in different context in civil society, professional welfare services and organizational development. Transformative dialogues can help to develop the professionals and other dialogue guides towards inner and social sustainability, i.e. the orientation of people towards their empathy, feelings, motives that help to understand themselves and their relatedness to the world. Resonance is the foundation to create gracious space between all participants of transformative dialogues.

“Students’ Understanding of Non-racialism and Citizenship Framings as Imperative for a Higher Education Transformative Agenda Based on Inclusivity and Social Justice: The Case of Nelson Mandela University.”

Sonwabo Stuurman

Centre for the Advancement of Non-Racialism and Democracy

Biography: Sonwabo Stuurman is the Senior Manager of Advocacy, Education and Training at the Centre for the Advancement of Non-Racialism and Democracy (CANRAD). He has served on, and advised, diﬀerent youth structures within the university and broader society. His research interests include youth social and political activism, democracy, development and human rights, social justice, and institutional culture transformation.

Abstract: The aim of the paper is to illustrate within the context of South Africa how Nelson Mandela University (NMU) students’ popular understandings of the ideals and praxis of non-racialism and citizenship framings can provide valuable insight for an emancipatory and transformative university agenda based on social justice and inclusivity. Using a ‘stop-andask’ survey instrument, the researchers conducted a systematised enquiry among 327 NMU students. Results based on a thematic data analysis showed that most students’ intuitive understandings of non-racialism hinge on the use of racial categories. For most students, nonracialism implies no discrimination and racism, harmony between races, or constitutional equality. There were positive as well as negative responses, with most students feeling that a lot can be done to improve race relations. The students’ suggestions centred mainly around an emphasis on educational activities and campaigns based on the values of diversity and unity.

“The Lived Experience of Being with Animal —Examples from the Cat Owners.”

Yu-Fang Su

M.S. Student, Department of Human Development and Psychology Tzu chi University, Taiwan

Biography: My name is Yu-Fang Su, I am from Taiwan. I am currently pursuing my Master’s degree in Clinical Psychology Department at Tzu Chi University. I worked as a clinical psychologist at the Department of Psychiatry in National Cheng Kung University Hospital and the Child Development Assessment Center at Taipei City Hospital. My research interests include gender issues, human-animal interaction, child and adolescent career development, as well as family and social issues within Chinese culture.

Contributing Author: Rong-Bang Peng

Associate Professor and Chair of the Department of Human Development and Psychology at Tzu Chi University, Taiwan

Biography: Rong-Bang Peng is a Taiwanese psychologist specialized in phenomenological psychology, Lacanian psychoanalysis, and critical history. He is an Alumnus of the PhD program in clinical psychology at Duquesne University, associate professor and chair of the Department of Human Development and Psychology at Tzu Chi University, Taiwan. Rong-Bang has been an active member of Taiwan’s indigenous psychology movement for more than a decade. The combination of critical history and empirical phenomenological study is his major approach to indigenize the universalized (mostly Americanized) psychological concepts, theories, and practices. His current research interest involves the process of individualization (inspired by Ulrich Beck) of the Taiwanese society.

Abstract: The development of intimate and intricate companionship between humans and animals has become a prominent phenomenon in contemporary society. Unlike the past, where animals were primarily recognized and utilized for their functional roles, the relationship between humans and animals today is characterized by terms such as “pets,” “companion animals,” “fur-kids,” and “animal family.” These terms reﬂect a shift in the relationship between humans and pets, emphasizing companionship and emotional bonds rather than merely utilitarian purposes. This study aims to explore the experiences and lifestyles of pet ownership. It does so by examining the academic perspectives of the “family system” regarding the humanization of pets and the viewpoints and applications of attachment theory in human-pet relationships. Furthermore, it seeks to introduce a third research perspective from the standpoint of phenomenological psychology to further elucidate the relational experiences and psychological processes between pet owners and their cats. Through a phenomenological research approach, the study aims to uncover the universal structures inherent in the experience, with the overarching goal of providing a comprehensive description of the phenomenon of pet ownership.

“Heeding

Critter Calls: A Radical Phenomenology of Intuitive Interspecies Responsiveness”

Megan Tucker

PhD Student of Philosophy of Education in the Faculty of Education at Simon Fraser University

Biography: Megan Tucker (she/her) is a PhD student of philosophy of education in the Faculty of Education at Simon Fraser University. She is a certiﬁed primary/junior educator who completed her Master’s degree with a focus on environmental education. Megan’s doctoral scholarship and research span the disciplines of education, philosophy, and human-animal studies and take up questions of animal voice, including Intuitive Interspecies Communication as inﬂuencing ecological education. Megan is particularly interested in the use of phenomenology to explore interspecies interactions, and what can be gleaned about humans, and more-than-humans, and the potential of us together.

Contributing Author: Stephen Smith, PhD

Professor of Education at Simon Fraser University, Canada

Biography: Stephen Smith (he/his) is full professor in the Faculty of Education at Simon Fraser University. His scholarly writings have focused on interspecies interactions and speciﬁcally on human- equine partnerships. Grounded in phenomenological philosophy and qualitative methodologies, his research has applications to educational, health care and therapeutic contexts of professional practice. He plays, trains, and shows Andalusian and Lusitano horses and is involved in equine- assisted learning.

Abstract: We are enmeshed in the ﬂesh of the world (Merleau-Ponty, 1968), interacting with other bodies, including those of a more-than-human kind, in viscerally-sensed and intuitively-felt ways. These interactions are telling of the reciprocity and intertwining (ineinander) of humanity and animality. When we see, we are also being seen, just as when we touch, we are also being touched in return (Merleau-Ponty, 1945). Perception is not detached observation leading to just our own thoughts; on the contrary, we perceive the world actively and inter-actively, and such intercorporeal exchanges fundamentally shape an essentially interanimated consciousness (Sheets-Johnstone, 2014).

There is an intuitively embodied element to perception that functions prior to reflective consciousness (Merleau-Ponty,1968). Intuition is a kind of “palpation” and “auscultation” of “proximity through distance” (p. 128). It is not so much a depth perception as it is a depth to perception beneath and beyond the customary sensory modalities, yet not without the traces of these modalities, and of touch as the primary one. Intuitive responsiveness is fundamentally an impressional, reflexive tactility described elsewhere as embodied, two-way “non-verbal and non- physical communication between humans and other animals” using refined intuitive skills (Barrett et al., 2021, p. 151; Wijngaarden, 2023).

This capacity to communicate with others is active and interactive, corporeal and intercorpo-

real, sensorial and extrasensory. Cultural conditioning, schooling, the emphasis on rationalism and intellectualism and, in particular, a Cartesian separation of mind and body have, however, supressed the range and depth of our communicative capacities. We have become blind and deaf to what other creatures show and tell us. We have become insensitive to what they would have us feel. Yet interspecies responsiveness remains possible to the extent that we suspend (epoché) a conventional understanding of the external senses (Serres, 2008) to consider not just the inner senses of, say, echolocation or electroreception (cf. Louv, 2019, pp. 80-83), but that realm of coenaesthesia (Heller-Roazen, 2008) wherein the inner and outer senses intertwine and map onto a “chiasmic” and “lateral kinship” (Merleau-Ponty, 1995) whereby we can feel proximity through distance with other animals.

We contend that opening up of our own corporealities to the ﬂesh of the world is most revealingly done through e/motional interactions with other animals. Particular interactions with domesticated and feral critters reveal “that animals not only react, but they also respond” (Toadvine, 2008, p. 79). The “call and response” dynamic (Chrétien, 1992) of human and more- than-human beings becomes an eidetic intuition of interspecies communication. It can be cultivated through a “somatology” (Husserl,1980) of movement practices (e.g., Breytenbach, 2023) insofar as tuned-up e/motional bodies are attuned to encounters of many critterly kinds (Abram, 2010). But a radical phenomenology of heeding critter calls requires removing further vestiges of human exceptionalism and species separation while emphasizing “human-animal intertwinings” (Toadvine, 2009, pp. 79-96) in a deeply corporealized way. It is to this task that we have turned as phenomenological theorists and educational practitioners heeding the call to live responsively and responsibly with what Indigenous people remind us are all our relations.

“Moral

Injury and Agency.”

Eva J. Usadi, MA, BCD, CGP Founder and Executive Director of Trauma and Resiliency Resources, Inc.

Biography: Eva J. Usadi, MA, BCD, CGP has been a psychotherapist for 37 years with a specialty in traumatic stress. She holds a master’s degree in Existential Phenomenological Psychology, Seattle University, 1987 and a master’s degree in clinical social work, New York University, 1992. She is Certiﬁed in EMDR therapy, Sensorimotor Psychotherapy, Equine Assisted Psychotherapy and Group Psychotherapy as well as having completed 500 hours of yoga teacher training at the Himalayan Institute in PA. She is an EMDRIA-approved Consultant, a Sensorimotor Psychotherapy Consultant, a contract therapist for FDNY, a preferred provider for Doctors Without Borders and a member of CiC’s (London) critical incident and trauma support team for war correspondents. In her private practice and as the Founder and Executive Director of Trauma and Resiliency Resources she specializes in work with ﬁrst responders, military veterans, humanitarian aid workers and war correspondents as well as civilians. She has published three articles, provides advanced training in PTSD, Complex PTSD and Moral Injury and has presented at well over 40 conferences and workshops in the United States, the United Kingdom and Europe. She is the daughter of a WWII Veteran.

Abstract: In recent years the concept of Moral Injury has morphed from its origins as a descriptor of the damage done to warrior’s psyches after serving in a combat zone during forward operations in which they have, however necessary at the time, killed, terrorized or subjugated others, to be one embraced by civilians to cover a wide range of human experience. Moral Injury and existential angst are not the same. Existential angst, or existential dread, anxiety, or anguish, is generally held to be a negative feeling arising from the experience of human freedom and responsibility. Moral Injury, on the other hand, may be all about responsibility for an act (or for a failure to act) but is not so much about freedom because the acts that resulted in Moral Injury were in situations of life and death, where the only choice was the least worst one. A moral agent is a person who has the ability to discern right from wrong and to be held accountable for his or her own actions. Moral agents have a moral responsibility not to cause unjustified harm. Traditionally, moral agency is assigned only to those who can be held responsible for their actions. My definition of Moral Injury encompasses the dissonance between one’s action and one’s moral code. While expansion of the term to include medical professionals who were faced with making life and death decisions that were outside of the scope of standard operating procedures because of equipment shortages during the pandemic, (removing patients from ventilators so those with a greater chance of survival could be ventilated), is understandable and correct, as is the morally injurious experience of law enforcement officers who are trained to kill, the experience of humanitarian aid workers who “shake hands with the devil”, and the experience of war correspondents who report on suffering they cannot prevent. The overgeneralization of the concept to those experiencing job burnout and even social injustice has rendered the term meaningless, and, in the words of a military chaplain, has “defiled” it. This paper will define Moral Injury not only in the context of its original intent as a specific war wound, distinct from from PTSD/C-PTSD, but will also place the emphasis on agency - that it is the ACT (or the failure to act, which is also an act) that determines whether an experience is morally injurious or not; discuss morality, ethics and right action drawing from Buddhist and Hindu texts as well as the context of military culture and war. It will describe the salient features of Moral Injury repair with veterans and limited vulnerable others (mentioned above), highlighting the necessity of saying what one did: telling the truth. Qualitative research on over 150 veterans will be discussed, including data that has been collected for 10 years.

“Some Elements of a Hermeneutics of Space in Psychotherapy.”

Florence Vinit, PhD

Psychologist

and Professor in the Psychology Department at UQAM, Montreal, Canada

Biography: Florence Vinit is a researcher and professor at the psychology department of the University of Quebec in Montreal and a psychologist in private practice. Her ﬁelds of research are the phenomenological and hermeneutic approach in humanistic psychology as well as the place of corporeality. The latest collective work that she edited focuses on self-narratives: Habiter au feminin, published by PUQ.

Abstract: This presentation will question the thematic of space in psychotherapy. Different layers of meaning of space will be addressed. First of all, the concrete spatiality of the physical place of the meeting but also its symbolic function as a framework, condition for a reassuring encounter. The phenomenological description of the lived experience of space will also allow us to think about it in its affective dimension. Finally, certain more existential elements will be addressed in the relationship between the Self and Spatiality. Those different reading levels will help to see how greater awareness of space may serve therapeutic’s process and quality.

“To Be Tutored: Exploring How Female-Identifying Undergraduates Experience Tutoring.”

Samantha Weiss, EdD West Chester University of Pennsylvania

Biography: Samantha Weiss received her EdD from West Chester University of Pennsylvania in May 2024. Her primary research interest at present is the intersection of embodied pedagogical methods and individuals in tutoring spaces. She holds an MA in literary and textual studies, with certiﬁcates in TESOL and women and gender studies, and a BA in Communications. She works in private and non-proﬁt tutoring, working with students of all ages and abilities.

Abstract: Put yourself into the shoes of a female-identifying student receiving tutoring. You are 35 minutes into a two-hour tutoring session when hunger starts to gnaw at your stomach and your mind starts to wander. Your tutor is smart and capable, but does not often ask you to contribute, so you sit quietly, your mind flitting between equations and what snacks you can get before you head to your next class. How would you feel physically? Emotionally? How much would you gain from the session? How do you think your day will go from here? How does this prepare you for your session that is scheduled next week? Tutoring, an academic support offered by colleges to their students, has been shown to increase academic grades (Allen & Chavkin, 2004; Fryer & Howard-Novack, 2020; Nelson-Royes, 2013), improve attitudes toward school (Arco-Tirado, 2020; Elbulok-Charcape et al., 2019; Nadia et al., 2023), and support retention (Primary Research Group, 2020). Some of these benefits can be traced to the individualized attention and flexibility that tutoring offers (Chin et al., 2011; Nadia et al., 2023). Conversely, the flexibility that tutoring offers is not always utilized to support students who need additional instruction, most specifically marginalized students (Batacharya and Wong 12-13; Godbee et al. 62; Liu and Takeuchi 268). Most notably, students are often asked to ignore their bodily needs while learning (Nguyen & Larson, 2015). However, tutoring research lacks detailed, phenomenological and qualitative data that focuses on the specific experiences that students recall, which can impact how meaningful the sessions are for them. Such data would allow for informed choices in practice and theory. Research suggests that female-identifying students are more likely to seek support services and tutoring research has largely neglected the gendered-body experience (Grosz, 1994; Nguyen & Larson, 2015; Young, 2005). Based on the lack of information focused on the students who use the service most, tutoring research needs to be expanded to better serve that population. In order to bridge this gap, I used feminist phenomenology, a field of inquiry which centralizes gender, to explore

what it is like to be a female-identifying student receiving tutoring. Because gender is crucial to all of one’s experiences (Shabot & Landry, 2018), using feminist phenomenology allowed me to explore the experiences of female students with gender as a lens of analysis. Participants shared through an interview and written journal entries and several themes were developed that showed commonalities between students, which can be related back to living college life in a female-identifying body. Now, your tutoring session has ended. You shove your materials into your bag, dart from the room, and ﬁnd a vending machine en route to your next class. A cereal bar and bag of chips it is… How are you feeling now?

Local Organizing Committee

Judith James-Borga, PhD, RN | Associate Professor of Nursing, Chairperson of SON&HS Health Equity Committee

Dena Alberti, PhD, NPD-BC, HN-BC, HWNC-BC | Assistant Professor of Nursing

Patricia Bennett, PhD, MBA, RN | Assistant Professor of Nursing

Marcia Theresa Caton, PhD, MS, RN | Professor of Nursing

Audrey Cohan, EdD | Senior Dean for Research and Scholarship

Bernadette Curry, PhD, RN, FAAN | Dean Emerita and Professor of Nursing

Celines Delgado | Administrative Assistant for Graduate Nursing

Lorraine Emeghebo, EdD, RN | Associate Professor and Course Coordinator of Nursing

Noreen Giordano, DNP, PMHNP-BC, PMH-CNS, LNC | Associate Professor of Nursing

Debra R. Hanna, PhD, RN, ACNS-BC | Professor of Nursing, Coordinator Clinical Nurse Specialist program and Chairperson of Interdisciplinary Studies

Janice Kelly, CFLE | Professor, Program Director of Professional Communications

Martina Lent | Assistant Director for Digital Content, Oﬃce of Digital Marketing & Communications

Patricia Mason, EdD | Professor Emerita of the School of Education and Human Services

Madeline McDonagh | Research and Database Coordinator

Danielle Ortiz, MBA Candidate | Administrative Assistant for Undergraduate Nursing

Randy Pellew, DNP, MPH, FNP, CEN | Assistant Professor of Nursing, Family Nurse Practitioner Program Coordinator

Sherry Radowitz, PhD | Senior Director of Grants & Sponsored Programs

Amandia Speakes-Lewis, PhD, LCSW | Associate Professor of Social Work

Susanna Stickley | Senior Director, University Marketing & Communications

Ethel Ulrich, DNP, APRN, ANP-BC | Interim Associate Dean, Advanced Practice Nursing & Doctor of Nursing Practice Programs

Kimberly Webb | Business Manager of The Barbara H. Hagan School of Nursing and Health Sciences

Angela Zimmerman, MPA | Director of Development and Alumni Relations

Molloy University’s Organizing Committee and The International Human Science Research Conference would like to acknowledge Dr. Hwa Young Caruso, Professor of Art at Molloy University, and her student, Ms. Willow Chamblin, Visual Arts Education Major at Molloy University, for the creation of this year’s conference logo.