In this study, we investigated how bearing witness to clients' resilience processes during treatment impacts the personal and professional lives of counselors who work with child and youth victims of interpersonal trauma. We used a qualitative instrumental multiple-case study design and thematic analysis to explore the research question. The participants indicated that they experienced an increased sense of hope and optimism, and were inspired by the strengths of their clients while working with this population. As the participants reflected on the challenges that their clients faced, the participants put their own challenges and strengths into perspective; they reported positive changes in their personal relationships. We suggest that future research might investigate the relationships we found between optimism, hope, and vicarious resilience processes, as well as the potential relationship between the counseling approach that counselors adopt and the development of vicarious resilience responses.
This phenomenological research investigated what fifteen preschool educators have come to know about children's self-regulation and emotion regulation development, and how we can better enable them to communicate with parents about their children's development. The data sources included over 100 pages of transcripts, field notes and journal entries for three focus groups. Using these multiple data sources, the researcher applied the seven steps of the phenomenological analysis (Moustakas in Phenomenological research methods. Sage, Thousand Oaks, 1994) to derive a composite structural description of children's self-regulation and emotion regulation development. This research study found a consistent conceptual view of self-regulation and emotion regulation across these preschool educators. The implications from these findings provide educators with knowledge about self-regulation and emotion regulation to facilitate communicating with parents about realistic expectations and goals for children's self-regulation and emotion regulation.
Using content and archival analysis as a mixed method research design, this study addresses the broad issue of self-regulation since this subject area first appeared in the developmental psychology journals, addressing the question of whether each historical period had its own particular perspective on self-regulation, or was there, in fact, a progressive development? This research also explored the historical basis of current perspectives in order to provide background and continuity for present theories and the discussion of implications for families, professionals, and communities in supporting the development of self-regulation in infants and children.
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