Research Article
Julie E. Volkman, Bianca M. Wolf, Chris R. Morse, Ella Browning, Andrew High, Heather Pond Lacey, Joseph Trunzo, Wendy Samter
AM J QUALITATIVE RES, Volume 8, Issue 4, pp. 1-23
ABSTRACT
Undergraduate college-aged students are increasingly experiencing anxiety. Yet, many struggle to cope effectively, resulting in poor school performance and compromised health and well-being. Our goal was to identify common anxiety-inducing and aggravating stressors, as well as preferred adaptive coping strategies, in this exploratory study to inform anxiety intervention development. A total of 19 undergraduate students (17 female and 2 male) were recruited. Students previously diagnosed or treated for anxiety by a clinician participated in a two-week, daily diary entry study. A total of 219 diary entries were transcribed and thematically analyzed for student reports of awareness variables and associated coping responses. Data were compared and triangulated. Framed by cognitive-behavioral approaches to anxiety and the transactional theory of stress and coping, we identified five primary categories of anxiety-inducing or aggravating stressors: academic time management and performance, communication anxiety, competing life stressors, others’ presence and problems, and generalized uncertainty. In addition, we found that students primarily utilized adaptive coping strategies, employing a mix of intrapersonal (e.g., alone time, breaks, hobbies/music, and staying productive) and interpersonal techniques (e.g., hanging out with and talking with friends and family). Findings highlight common anxiety stressors and demonstrate preferred and efficacious coping strategies employed by students, providing valuable insight into best practices for student well-being interventions beyond a clinical setting to manage anxiety and improve student well-being.
Keywords: Anxiety, undergraduate college-age students, coping
Research Article
Michael R. Langlais, Cameron L. Boudreau, Corinne E. Watkins
AM J QUALITATIVE RES, Volume 8, Issue 4, pp. 24-43
ABSTRACT
The use of social media in relationships can be beneficial or detrimental for relationship quality depending on the behavior. Although posting photos and sharing one’s relationship status on social media can be beneficial, oversharing information or posting inappropriate content on social media can be bad for relationships. However, these studies have relied on empirical data, without defining what inappropriate or excessive content is. The goal of this study is to understand emerging adults’ perceptions of acceptable and unacceptable social media behavior in a romantic relationship. This qualitative study applied a critical realist epistemological design, recruiting participants between 18-29 who had used social media in their current or previous romantic relationship. Participants in this study participated in one-one-one interviews (N = 41) or one of four focus groups (N = 20), answering questions about what is and is not appropriate social media behavior in romantic relationships. Data was analyzed using coding reliability thematic analysis. Results showed that it is acceptable to post life updates, meaningful relationship events, and partner-approved content. Inappropriate behaviors included posting relationship issues, posting relationships too often, posting provocative pictures, and posting with an ex-partner or rival. It was also suggested that individuals should not post too frequently, overshare relationship information, or post public displays of affection. This study confirms that there are specific online behaviors that could support or disrupt the development and maintenance of romantic relationships. Additional implications for romantic relationships will be discussed.
Keywords: Social media, romantic relationships, posting, critical realist epistemology, coding reliability thematic analysis
Research Article
Chloé Sharp, Sharla Biefeld, Rameet H. Singh, Lily Bayat
AM J QUALITATIVE RES, Volume 8, Issue 4, pp. 44-61
ABSTRACT
A central component of a patient’s abortion experience is pain perception and optimization of pain management choices. Yet, data on patients’ experience of pain and their preferences regarding pain strategies are limited and tend to utilize solely quantitative data. This study utilized a qualitative thematic analysis to identify patient priorities, preferences, and expectations for pain management during first-trimester surgical abortion with nitrous oxide or oral sedation. Thirty-one patients seeking a first-trimester surgical abortion, self-selecting inhaled nitrous oxide (NO) (16 patients), or oral sedation (PO) with oxycodone and Ativan (15 patients) enrolled in this prospective cohort study. Participants provided demographic data, rated procedure pain on a 10 cm visual analog scale (VAS), and participated in semi-structured interviews. We analyzed qualitative data using a content analysis approach. Pre-procedure participants wanted a positive experience. Participants endorsed an ideal analgesic as having a quick onset of action, minimal side effects, no addiction potential, and being effective at reducing pain. After the procedure, there we start differences between priorities in NO and PO participants. NO participants valued the resumption of everyday activities, while PO participants desired ongoing anxiolysis. Anticipatory counseling often mitigated higher procedure pain and more medication side effects than anticipated. Participants emphasized that positive interactions with providers/staff significantly improved their abortion experience. Preemptive comprehensive counseling about procedure and analgesic effectiveness, along with providing options for analgesia, will facilitate an affirmative and patient-centered abortion experience.
Keywords: Nitrous oxide, pain management, patient expectations, patient preferences, surgical abortion
Research Article
Chaya M. Abrams
AM J QUALITATIVE RES, Volume 8, Issue 4, pp. 62-86
ABSTRACT
Institutional antisemitism is a growing concern across university campuses in the United States of America. Research shows that academic environments do not always welcome Jewish presence and needs. Though contemporary studies examine student lived experiences of antisemitism, few Jewish scholarly perspectives are included in related inquiries. A qualitative Delphi study contributes to this literary gap by sharing Jewish expert consensus on the research question of is institutional antisemitism a problem in the US? Consensus conclusions indicated that (a) institutional antisemitism is often misinterpreted and difficult to define and (b) interpersonal antisemitism is present within Jewish campus interactions. Through theoretical frameworks of critical theory, Afro-pessimism, and study of anti-Blackness, the impacts of Jewish scholar-participants’ identities and experiences on field expertise are discussed. Future campus implications for integrating sociocultural critical theory into Jewish historical trauma education and institutional antisemitism prevention are analyzed.
Keywords: Institutional antisemitism, Delphi study, Jewish historical trauma, critical theory, Afro-pessimism, anti-Blackness
Research Article
Sydney D. Richardson
AM J QUALITATIVE RES, Volume 8, Issue 4, pp. 87-108
ABSTRACT
Community leadership has been studied for decades, yet more still needs to be understood about its development among members of an area. While scholars can investigate phenomena from various methodologies and disciplines, there are other methodologies that can help researchers delve deeper into understanding a concept such as this. Narrative case study research with an emphasis on counter-narratives and embodiment is one way to understand community leadership. Through this single holistic narrative case study, I examined how community leadership developed in a low-income and segregated community. The findings of this study focus on four main areas: (1) care work with subthemes such as community leadership among church members and community members, (2) entrepreneurship, and (3) embodiment of the counter-narrative. The insights from this article serve as a way for scholars to identify the emergence of counter-narratives, as well as ways in which counter-narratives can help others learn about community leadership.
Keywords: Community leadership, counter-narratives, embodiment, narrative case study