Abstract Background Patients’ stories provide Palliative Care physicians with a glimpse into the former’s lives and their psycho-emotional, sociocultural, and contextual considerations. Yet, few physicians are trained to interpret and apply patients’ stories in their practice. Inherent variability in how stories are transmitted and interpreted raises questions over their potential effects on care. Amidst a dearth of accounts in Palliative Care, we map current use of patient stories to guide the training, assessment, and oversight of this ‘care influencing’ practice in medicine. Methods This systematic scoping review was guided by the Systematic Evidence-Based Approach (SEBA) to ensure a reproducible and structured approach. The themes and categories identified through the Split Approach’s concurrent and independent thematic and directed content analyses provided a comprehensive sketch of the included articles. The Jigsaw Perspective combined the themes and categories identified. The last stage of SEBA compared these results with two recent reviews of storytelling to ensure consistency of the domains created that guided the discussion. Results Ten thousand two hundred seven articles were reviewed, 963 full text articles were evaluated, and 199 articles were included. The four domains identified were study characteristics, benefits, approaches, and positive effects and concerns. Conclusion Stories support patient-centered, personalized, and holistic clinical care. However, variability in the stories, their interpretations and use in care decisions underscore the need for further study on the structuring, teaching, assessing, and delivery of this ‘care influencing’ practice. 

The role of patients’ stories in medicine: a systematic scoping review

Background: Anxiety disorder patients tend to feel that they are misunderstood and judged. Their lived experiences were understudied in clinical setting where the focus is mostly on their response to treatment. Apart from the stigma associated with the disorder, they face negative social perceptions, which affect their ability to interact with their community, disrupting their healing path. A narrative account in mental health can lead to the creation of a healthier society. This research examines how people with anxiety disorders view themselves and ascribe meaning to the stigma surrounding their condition. Method: A narrative analysis of case studies in Europe, each patient sharing their in-depth lived experiences with anxiety disorders. Results: Nadir’s experience was initially expressed and as the participants gained a moderate, balanced level of self-awareness through narrative approaches, they quickly develop coping strategies that are essential to their recovery. Conclusion: Narrative mental health might be an area that needs refocusing during the treatment of anxiety disorders patients.

The Lived Experience of Anxiety Disorder Patients: Narrative Inquiry

Introduction Internet addiction has become a subject of growing concern with adverse consequences. This study aimed to investigate the mediating effect of psychological distress in the relationship between internet addiction and school engagement. Methods Data were obtained from 732 Turkish college students (M = 20.98, SD = 2.58). The data were collected through Young’s Internet Addiction Test, Depression, Stress and Anxiety Scale (DASS21)-Short Form, and University Student Engagement Inventory. Mediation analysis was performed to investigate the mediating effects of depression, anxiety, and stress in the association between internet addiction and school engagement. Results The results of the study showed that internet addiction was positively associated with psychological distress and negatively associated with school engagement, whereas psychological distress had a negative relationship with school engagement. This study also found that depression, anxiety, and stress acted as mediators in the relationship between internet addiction and behavioral engagement, emotional engagement, and cognitive engagement. Conclusion This study has provided evidence that young adults with tendency of internet addiction may experience school engagement problems as well as psychological problems. Our findings underscore the need for special educational intervention programs aimed at encouraging college youth to limit their internet use for their future due to its negative consequences and raising awareness in this vulnerable group and their families.

Associations between internet addiction and school engagement among Turkish college students: mediating role of psychological distress

Therapeutic storytelling aims to find the psychological difficulties experienced by the individual through creative narratives, uses problem-solving skills, and offers alternative ways based on narrative therapy. In therapeutic storytelling, questions about the meaning attributed to the story, the hero and metaphors that can be asked to the client, and the circular question forms of systemic interventions related to others important to the person are similar. In both forms of these interventions, subjective reality is reconstructed, and so, therapeutic storytelling can be used eclectically with systemic interventions. In this chapter, a sample intervention template for systemic-based therapeutic storytelling has been offered. Moreover, an exemplary hypothetical case of the systemic-based storytelling intervention pattern is presented. As a result, instead of focusing directly on the client's own life story, using storytelling intervention in a less threatening environment for the client through other stories may activate the client to gain insight and different viewpoints. 

Therapeutic Storytelling

The mapping of the relationships between space and literature finds an advocate in Bertrand Westphal who argues that the complex networks of human activity that occur in geographical locations can 

Suffering, sense-making and meeting of minds: Le Chambon-sur-Lignon as literary sanctuary

The effect of problematic smartphone use on school engagement and disengagement among middle school students: The mediating role of academic procrastination and sleep quality.

The Curriculum Design Coherence Model (CDC Model) was created as a universal curriculum design method to connect disciplinary knowledge to teachers’ expertise in a bid to promote professional teaching and learning. However, research into how the CDC Model has been adopted and localized in the Chinese educational context is scarce. This article focuses on the application and impact of the CDC Model on the resulting teaching practices in China’s Early Childhood Education (ECE) settings. The data collected through a focus group discussion with 21 teachers from a model kindergarten at the municipal level in China reveals that the CDC Model has increased the teachers’ professionalism by promoting their curriculum initiative, forging curriculum knowledge orientation, strengthening the conceptual structure within the kindergarten-developed curriculum, and enhancing the coordination between the curricula of the different courses offered by the kindergarten. This positive influence has also helped the teachers bridge their disagreement on curriculum content and pedagogy and overcome some difficulties in using the CDC Model. The study has implications for revitalizing the value of disciplinary knowledge and for viewing ECE teachers as active professional agents in ECE curriculum design and teaching.

/pdf/teacher-becoming-curriculum-designer-professional-teaching-26aiyy75.pdf

Teacher Becoming Curriculum Designer: Professional Teaching and Learning in China’s Early Childhood Education

Narrative therapy is a process of co-authoring life narratives that transforms literature into a practice which helps and heals clients. In a sense, the therapist serves as the client’s writing coach, equipping the client to work through his or her “problems” by means of life writing. Narrative therapy, emerging from a post-modern, social constructive background, constitutes a unique approach to personal healing, and life writing, as a meaning-constructing activity and the prototype of narrative therapy, has its therapeutic functions. The process of healing through life writing can take place in a classroom setting characterized by openness and empathy. I have witnessed such healing in my three years of research, and have discovered how the two-fold self—Self-1 and Self-2—co-author life narratives and foster healing. Self-1 acts as the main character as well as an involved narrator, while Self-2 acts as the narrator, listener, and counselor, and life narratives usually appear as a dialogue between these two selves. Self-1 and Self-2 merge when an epiphany occurs in the author’s writing that allows him or her to make sense of life experiences. Self-2 has different perspectives and resources that Self-1 lacks, and can re-narrate and assign new meanings to life experiences. Moreover, Self-2 deconstructs stereotypes and frees Self-1 from oppressive narratives by offering alternative life stories.

Narrative, life writing, and healing: the therapeutic functions of storytelling

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The effect of problematic smartphone use on school engagement and disengagement among middle school students: The mediating role of academic procrastination and sleep quality.

Teacher Becoming Curriculum Designer: Professional Teaching and Learning in China’s Early Childhood Education

Narrative, life writing, and healing: the therapeutic functions of storytelling