Stigma Experienced by People with Nonspecific Chronic Low Back Pain: A Qualitative Study
180
Citation
58
Reference
10
Related Paper
Citation Trend
Abstract:
To determine participant experience of exercise programs for nonspecific chronic low back pain (NSCLBP). Systematic reviews have concluded that exercise is effective for decreasing pain and improving function in adults with NSCLBP. Participation is a key ingredient in exercise and patient's experiences during these programs may be important in influencing outcomes.Qualitative methods with three focus groups facilitated by an independent, experienced facilitator.Eighteen people aged over 18 years were included. They had to speak, read and understand English and participated in an exercise program for NSCLBP. Each group was guided with a series of predetermined questions to elicit their experience of participation in exercise programs. Participants were encouraged to give personal opinions freely. Transcribed data were read independently by two researchers and analysed thematically with grounded theory.Stigma emerged as a significant theme in all focus group transcripts. The results demonstrate that people with NSCLBP experience both subtle and overt stigmatization. The following subthemes emerged: stigma perpetrated by health care providers; stigma facilitated by the "sickness versus wellness" model; stigma applied by friends, family, the community, the workplace, and the low back pain subgroup; stigma-associated diagnostic uncertainty and the need for pathology driven validation.The ramifications of stigma and discrimination are enduring, potentially disabling and appear to interfere with care-seeking, rehabilitation participation, and potentially, rehabilitation outcomes. Public and health professional education, low back pain-specific support groups and dissemination of success stories may help to alleviate stigma.Keywords:
Facilitator
Stigma
Facilitator
Major facilitator superfamily
Cite
Citations (0)
THE ROLE OF THE FACILITATOR IN COMPUTER SUPPORTED ENVIRONMENTS By Victoria Clawson B.S.,. Purdue University, 1972 M.S., Purdue University, 1980 Professor Paul Bostrom, Ph.D., Advisor Professor of Management University of Georgia Athens, .Georgia Dissertation Submitted in Partial Fulfillment of The Requirement for the Degree of Doctor of Philosophy WALDEN UNIVERSITY November, 1992 ' , ' . ABSTRACT The Role of the Facilitator in Computer-supported Environments This multiphased study represents a rigorous exploration of the role of the facilitator in computer-supported environments. The purpose of the study was to identify and empirically measure the importance of the critical dimensions of the facilitator's role. The study examined the following research questions: 1) What are the critical dimensions and their related ~ehaviors that contri~ute to the role of the effective facilitator in face-to-face computer supported environments? 2) Are there impacts on or differences in critical facilitator role dimensions/~ehaviors when facilitating with different types of group support systems (GSS) (computer ~ased technology to support group work)? The critical incidents methodology was employed to collect two hundred thirty-five reports of facilitator experiences from fifty experienced facilitators in computersupported environments. One hundred forty-six (146) generic and one thousand two hundred ninety-eight (1298) specific facilitator behaviors were identified. These behaviors were then categorized into critical role dimensions. The results of Phase I of the study indicated the existence of sixteen critical role dimensions. The empirical measures of importance in Phase II produced significant findings, identifying Planning and Designing Meetings as the most important facilitator role dimension overall. Other extremely important dimensions were identified. Statistically significant agreement on the relative importance of a numberThe Role of the Facilitator in Computer-supported Environments This multiphased study represents a rigorous exploration of the role of the facilitator in computer-supported environments. The purpose of the study was to identify and empirically measure the importance of the critical dimensions of the facilitator's role. The study examined the following research questions: 1) What are the critical dimensions and their related ~ehaviors that contri~ute to the role of the effective facilitator in face-to-face computer supported environments? 2) Are there impacts on or differences in critical facilitator role dimensions/~ehaviors when facilitating with different types of group support systems (GSS) (computer ~ased technology to support group work)? The critical incidents methodology was employed to collect two hundred thirty-five reports of facilitator experiences from fifty experienced facilitators in computersupported environments. One hundred forty-six (146) generic and one thousand two hundred ninety-eight (1298) specific facilitator behaviors were identified. These behaviors were then categorized into critical role dimensions. The results of Phase I of the study indicated the existence of sixteen critical role dimensions. The empirical measures of importance in Phase II produced significant findings, identifying Planning and Designing Meetings as the most important facilitator role dimension overall. Other extremely important dimensions were identified. Statistically significant agreement on the relative importance of a number of role dimensions, along with significant differences across technology on mean importance rankings were identified. These differences were quite dramatic considering the small sample size. The study findings have important implications for organizational practitioners and researchers alike. This study is the first to identify and ground the critical role dimensions of the facilitator's role in computer-supported environments. These precise descriptions furnish a starting point for future research on the role and process of facilitation in both traditional and electronic contexts. The richly grounded dimensions also provide an excellent practical foundation for the development of behavior based selection criteria, performance measures and skill based facilitator training programs. THB ROLB OF THB FACILITATOR IR COKPUTER-SUPPORTBD BRVIRORKBRTS
Facilitator
Cite
Citations (0)
Facilitator
Cite
Citations (0)
Facilitator
Cite
Citations (0)
Qualitative analysis
Qualitative property
Cite
Citations (1)
ABSTRACT A qualitative research offers insights into social, emotional and experimental phenomena. Unlike quantitative study, no structured questionnaire is involved in the data collection. Instead, series of semi-structured or unstructured interviews are conducted. Interview is one of the commonest methods of data collection used in qualitative study. It can be in the form of in-depth interview or focus group discussion (FGD). The moderator plays a crucial role in ensuring the success of the interviews conducted and the quality of information gained. This paper gives an overview on the two most common methods of data collection used in qualitative research: In-depth interviews and focus group discussion. Keywords: Interviews, Qualitative research, In-depth, Focus Group Discussion
Moderation
Qualitative property
Semi-structured interview
Cite
Citations (17)
Facilitator
Cite
Citations (0)
We evaluated the authorship of messages produced through facilitated communication by 7 adults with moderate or severe mental retardation and their facilitators. The clients had been reported to be communicating fluently through facilitated communication. We controlled the facilitators' access to information to be communicated in two evaluation formats, naming pictures and describing activities. In both formats we conducted three conditions: (a) the facilitator and client had access to the same information, (b) the facilitator did not have access to the picture or activity, and (c) the facilitator was given false information about the picture or activity. The results showed that the clients typed the correct answer only when the facilitator had access to the same information, never typed the correct answer when the facilitator had no information or false information, and typed the picture or activity presented to the facilitator when it was different from the one experienced by the client. These results provide unequivocal evidence for facilitator control of typing during facilitated communication.
Facilitator
Cite
Citations (48)
Abstract This paper explores and describes die different facets of facilitating an online security course. It describes the purpose of a facilitator, the qualifications necessary for a facilitator, defines the role of the facilitator, and finally describes the activities of a facilitator.
Facilitator
Cite
Citations (1)
The aim of this paper is to offer a definition of encounter and encounter groups based on the author’s understanding and experience as a participant and facilitator. Through reflection on experience as a participant, consideration is given to how the self-awareness and insights gained from this can shape the understanding of the role of facilitator, and how it enables what can be offered to groups as a facilitator. Theoretical contributions to understanding the role of the facilitator are considered. A strong relationship is proposed between experiences and gains as a participant and becoming an aware and helpful facilitator, arguing that experiences as a participant have the potential to contribute to the ability to trust both oneself and the facilitative potential of the group, tolerate uncertainty, hear others accurately and take risks.
Facilitator
Participant Observation
Reflection
Cite
Citations (1)