Podcasts about Grounded theory

Welcome to the Aphasia Access, Aphasia Conversations Podcast. I'm Ellen Bernstein Ellis, Director Emeritus of the Aphasia Treatment Program at Cal State East Bay in the Department of Speech, Language and Hearing Sciences, and a member of the Aphasia Access Podcast Working Group.  Aphasia Access strives to provide members with information, inspiration and ideas that support their aphasia care through a variety of educational materials and resources. Brief topic intro I'm today's host for an episode that will feature Dr Felicity Bright. We'll discuss her research looking at factors impacting wellbeing,  engagement and hope. Guest bio   Felicity Bright is a registered speech language therapist and associate professor in rehabilitation at Auckland University of Technology in Aotearoa, New Zealand. Her research examines cultures of care, and in particular, how the cultures and practices in rehabilitation respond to the needs and priorities of patients and those who support them. She has a particular interest in stroke and in the needs and experiences of those with communication impairment through her work, Felicity seeks to support practitioners services and rehabilitation organizations and to provide better person centered care. Listener Take-aways In today's episode you will: Explore how qualitative research promotes the nuanced study of meaningful clinical practice Consider cultural differences in well-being and what this might mean for how we work with people with aphasia and their support networks Reflect on the importance of having discussions with patients about hope and well-being Discuss how culture and organizations impact healthcare practice for individuals with aphasia Show notes edited for conciseness Ellen Bernstein-Ellis Felicity, welcome to our show. Thank you for agreeing to be our guest today. Felicity Bright  Thank you for having me. It's great to be here. Ellen Bernstein-Ellis  Welcome Felicity. We're going to start today with  an icebreaker question. The one you selected for today is, “Do you have  a favorite book or movie about aphasia? Felicity Bright  It was hard to choose one. Actually, I was just looking at my bookshelf and I went back to myself as a fairly new speech and language therapist quite a few years ago now. One that was really transformative for my practice was Talking about Aphasia by Suzie Parr and Sally Bing.  It's a classic, but it was a beautifully written book that really opened my eyes to the experiences of people with aphasia beyond all the technical work that we'd learned in university and so on, but it brought to life the humanity of the people who have aphasia, and really helped me rethink why I do what I do, and what the real impacts of aphasia can be for people. Ellen Bernstein-Ellis  Yes, that's a beautiful book that brings that all to the forefront. And I want you to say the title and author again, in case I spoke over you a moment ago, Felicity Bright The book is Talking about Aphasia and the authors are Susie Parr, Sally Bing and Sue Gilpin with Chris Ireland, Ellen Bernstein-Ellis We'll put that (i.e. citation)  into the reference list on our speaker notes. So thank you. And as we start today's interview, I was wondering if you'd like to share your path from clinician to researcher, because we've had several guests who have started in clinical work and then came to their doctoral work and research a little bit later. So,  I'd love it if you could share that with our listeners. Felicity Bright Sure. So I worked as a speech and language therapist in New Zealand. We are speech language therapists. I worked in a range of neurological settings, from acute stroke neurosurgery, did a little bit of ICU, did some rehab in inpatient services and in community, and really enjoyed that work, but I'd always had a long standing interest in research. I was a bit of a geek, you know, When I was in training, that was, that was me,  I was the geek. And so I'd always kind of expected at some point I would go down the research track. It was prompted after I had my first baby, and my work required me to either go back full time or to not work. And so at that point, I chose to not go back to work full time, and a research job came up at Auckland University of Technology, and I'd followed their work for a while. We don't do speech therapy here, it was rehabilitation research, and I was offered an opportunity to be a research officer doing interventions as part of a randomized control trial with people with traumatic brain injury. And so that kind of gave me the space to bring together some clinical work, but also some research work. It gave me the opportunity to do my Masters alongside this with my fees paid. So that was fantastic. And it really solidified for me that I was quite happy and enjoyed being in that kind of clinical research space. And so I've been in the university now for 15, nearly 16 years Ellen Bernstein-Ellis  Wow, that's a great story. So now you have a 15 year old, right? Felicity Bright I have a 16 year old who is now taller than I am. Ellen Bernstein-Ellis Well, thank you for sharing that.  I'm just really looking forward to a discussion around some, what I consider critical but hard to define and challenging to research topics. like engagement, wellbeing and hope.  I want to start by asking, how did you end up researching a topic like engagement or hope? You did say during our planning meeting that you research things that you're bad at, which made me laugh. So that sounds like some courageous and reflective exploration. So maybe talk a little more about that. Felicity Bright Yeah, I am a bit of a selfish researcher. I research the things that I find tricky and a little bit hard, because for me, I want to learn how can I do better at this? How can I help my students learn how to be better in these areas? How can I help clinicians not make the mistakes that  I've made. I guess trying to be a better clinician has been at the heart of a lot of the work that I do. And you know, when I was working full time in clinical practice, I had patients who would stick with me where I just felt I let them down. They had such a short window of rehabilitation access. They were living with stroke for the rest of their lives. They maybe had eight or 12 weeks of speech therapy. There were just times when I really felt I missed the mark for them, when they didn't get the best rehab they could have had. And it was when I was working in the university in this randomized control trial of goal setting interventions after traumatic brain injury that it started to help me reflect on some of the why I was maybe having some of the challenges I was having. So in this trial, which was quite prescribed because it's a randomized control trial, I was noticing that patients seem to be engaging with these interventions a lot more than the people who I worked with in clinical practice, and that kind of surprised me a little bit. I also noticed that-- we were using Mark Ylvisaker's approach to goal setting around what  is meaningful identity based goal setting--and people were identifying hopes and goals and dreams that would have left me panicking as a speech and language therapist. What do I do about this? But it made me realize, actually, I didn't need to panic about that, and there were ways to engage with people about their hopes and dreams that honored those hopes and dreams, that kept them alive. But also, I could see ways that  I could work with this. I could bring my speech therapy hat and help people. And so it highlighted to me that maybe the things that I had perceived to be difficult or issues, didn't need to be and there were ways to think about these things differently and ways to work differently to better support people. So working on this trial, and I did some quite structured reflection around that with some of my colleagues, writing in auto ethnography around this, gave me the opportunity to reflect on these areas, but also highlighted that there was the real opportunity to do more nuanced and more detailed research that would bring to life different ways that we could support people to hold hope, to engage in rehabilitation that is meaningful and that might be able to produce some quite tangible suggestions to support clinicians and to support the people with stroke who we work with. Ellen Bernstein-Ellis  I just want to say that these intangible, some what we call intangible topics that you've tackled, you always seem to end with tangible suggestions, and that's what I have found so inspiring. And we're going to circle back to hope in a few more questions. But, I just want to say, not only has my clinical thinking been informed and inspired by your research topics, but I've also just learned so much from the variety of qualitative methodologies that you've used in your work. I was wondering if you could share how you developed your expertise in qualitative research, maybe even offer some tips to people wanting to develop their own skill set. And okay, maybe I'm being a little selfish interviewer. You just said selfish researcher, but I found this challenging, and I've been trying to dip my toe, or I've fallen in head first,  trying to develop my skill set around qualitative research. What's your advice?  Felicity Bright  I was really fortunate. I came into research, into a team that had qualitative expertise and that used a variety, but not a wide variety, of different qualitative approaches. And it was a team, and still is a team, that has really high standards for methodological rigor. So to us, it's really important to do research that is robust and rigorous and that anchors back to the underpinning theory and philosophy that underlies each of the approaches that we use. But I was also really lucky in my research that I had supervisors and bosses who really supported innovation, who didn't tell me, no, this is how we do things, who didn't expect me to come into a study and do it just as they had told me to do. But they created the space for me to explore when I was working as a clinical researcher, but also as a master's and as a PhD student. Really had no issues when I said I'm going to go to the library, and I would just sit in the library and read qualitative textbooks and come back with a completely hair brained idea, but that actually turned into something that was really interesting and meaningful. So the Voice Centered Relational Approach that I've used a number of times came from sitting in the library one afternoon and just reading Feminist Research Methodology books. And I think one of my tips would be read outside speech and language therapy. There's amazing work that is happening, not just in the health disciplines or education spaces, but I love reading health sociology journals. I get notifications of a number of different journal types that alert me to different work. One of my recent projects I used Applied Tensions Analysis, which I'd never heard of, but I had a notification come across for a paper about domestic violence settings and kind of how services work. That's not in my area of research or clinical expertise, but there was something within that abstract that made me go, oh, there's an idea there that is similar to the ideas that I'm trying to get at in my stroke research. And so reading widely, I use Twitter a lot as a way of, kind of coming up to date with different research. I use trial and error. I've tried things and got them terribly wrong. I tried Grounded Theory  for about a year for my Masters, and it was atrocious. But also I found that doing research with people with aphasia pushes you to be innovative. A lot of the methodologies as they are published don't necessarily quite fit with the types of interviews or the types of data that we have, and so for me, that's provided an opportunity to test and do things differently. Ellen Bernstein-Ellis I mean, that's an inspiring response and encouraging support. So thank you. During our planning discussion, you also referred me to the Life Thread model and the 2008 article by Ellis Hill, Payne and Ward. What a wonderful article. So thank you for that. I was particularly taken with its implications for clinical practice and how it might guide us in asking questions in a better way to help us understand the social realities of our clients, to prioritize that. To understand how important the social reality is for our clients. Could you please share with our listeners some of the core concepts of the Life Thread model and how it's informed your work? Because I do see the connection there. Felicity Bright  Yeah, I came across this, Carolyn Alice Hill, who developed it, I think, as part of her PhD, was a collaborator of one of my PhD supervisors, and so Cath put me onto it. But the Life Threads model is about identity. And Carolyn's work was in stroke, and she was kind of talking to how identity changes and develops over time. And the Life Threads model talks to how our lives and our identities are made up of many threads, and those threads, they can change over time. But when there's a traumatic event like a stroke, it can cause some threads to break or be frayed, and that can be really challenging. We know there's a lot of work around aphasia and identity construction and identity loss, that's come around. But also what we know is that stroke can also prompt people to think about what are the threads that they want to continue post stroke.  Maybe there are some threads, I found in my hope research, where people are saying,”I don't want to be that person anymore. That's not something that I value”, and for them, sometimes the stroke could be an opportunity to rethink what are the threads that I now want to bring into my life as I weave this new identity of somebody post stroke, but still continues threads that have come through from before the stroke. We know from the hope research that I was doing that it was often really hard for people to see these threads.  It kind of felt like there was a pre-stroke life and a post-stroke life, and that there was quite a disruption. Those threads were cut. And so for me, it prompted questions about how do our conversations as clinicians help people identify the threads that are important for them to thread through their life. What are the new threads that they want to pick up on? You know, some of the work I've done, and we will talk about this a bit later on, around life after stroke, has highlighted how actually a lot of the conversations that happen between clinicians focus around things like tasks and activities and doing things, but there isn't necessarily a lot of conversation about identity or about what is meaningful and what do people want to carry through, and how can clinicians support that? And I would say that if we can kind of tune into the threads that matter to people or that people want to matter in their lives, it gives us a chance to tailor therapy to be much more personalized, more meaningful and more engaging, and I would suggest, probably leads to better outcomes for people. What we know from quite a bit of the research, not just my research, but other work, is that people are often doing this identity work on their own, without support. And we know that it's really hard, because our identities are social and they're relational, and they occur through connection and through communication, all of these things that are disrupted by aphasia, often. And so I think the Life Threads model really prompts us to think how can we as clinicians, support people to engage in conversations about identity, and how can we overtly, really attend to supporting identity within the work that we do. Ellen Bernstein-Ellis  Wow, that's beautiful. And yes, I think there's been, fortunately, a growing understanding of the importance of looking at the lack of support for this identity work with us with our clients, and I can really see how the Life Threads model has played an important role in your thinking and research. I recommend our readers to the article because it has some great examples of how to maybe flex the way you ask questions to help understand the narrative better. So I think it's, a marvelous article, I just want to take a moment and let our listeners know about the fabulous interview that you did with Michael Biel on the ANCDS podcast where you discussed engagement and ways you might incorporate Goal Attainment Scaling to help our clients establish meaningful goals.  I'll put the link to that, along with the citations to all of the work we're discussing today in our show notes. That also gives me a chance to say I don't have to cover everything today, because he did a really good job on those topics. But at the end of that podcast with Michael, you highlighted what was coming next, and that was your work on wellbeing. You've been exploring, and this is a quote by you, “what does it look like to explicitly attend to holistic, long term wellbeing?” Can you discuss some of the takeaways from your 2024 article, Psychosocial Well being After Stroke in Aotearoa, New Zealand, a Qualitative Meta-synthesis with your co authors, Ibell-Roberts and Wilson. Maybe we can just start by talking about the term psychosocial wellbeing. That's an important one to understand, but it can vary depending on one's cultural context.  Just to start with that, so yeah, good luck with all of that! Felicity Bright  It's a massive question, and it's funny, I started with the term psychosocial wellbeing, and I really intentionally used the language of psychosocial to kind of move away from thinking about just psychological wellbeing, which tended to be framed more from a mood perspective. And so I really wanted to be attending to some of the emotional, and the social, and the relational elements of wellbeing. But actually, I've now dropped the psychosocial because what we found is, when we talk to our people with stroke in the community, as part of our research, that term is completely meaningless to them, but the term wellbeing is something that resonates. Wellbeing is a really, firstly, a really nebulous term, but it's also really multifaceted. And I guess the place we've come to is, we view wellbeing as kind of quite unique to an individual, but it's deeply relational, and it's influenced through connection with people, with their cultures and with their communities, and all of those areas need attention. Now, in this piece of work that you referred to, Qualitative Metasynthesis, we were looking across the literature in Aotearoa, New Zealand, when we look at all the work that's been done, looking at life after stroke, and living life after stroke, what do people say about wellbeing and that highlighted that there were a number of features. Now, one thing I want to flag is that within New Zealand, we have an indigenous population, the  Māori population of New Zealand, who have been here for centuries before Pakeha came and colonized New Zealand. And one of the things that's been really important in our work is to really make sure that we are upholding the voices of Māori, who are often either not included in research, or are involved in research that is not particularly culturally safe, or where their perspectives are kind of subsumed within the wider perspectives of the dominant Pakeha, or European culture. And so one of the things we've been really lucky to do with this is to have my colleague BJ Wilson, who was leading the Māori stream, so she engaged with our  Māori data and literature uniquely. So we upheld that in its own right. That's context, because I'm going to talk to two different ways of thinking about wellbeing, one that was general from all of the literature and one that was specific to Māori . So when we look across all of the New Zealand literature, including the  Māori literature, we kind of saw there were probably four key areas that seemed to matter for wellbeing. Having strong connections with family, with old, pre stroke friends, but also with new friends, people who had also been through stroke and had some similar experiences. The sense of self that was connected, where people had a sense of being connected to who they were before the stroke, who they are now, and have an idea of who do I want to be in the future? And there was a sense of coherence, sense of thread that went between those identities. There was, when they experienced wellbeing,  a general sense of stability in the present. So things were okay now. It didn't mean that things were perfect. Some of the literature has suggested that people have to have positive emotions if they're going to have a sense of wellbeing. But actually, this qualitative meta synthesis, and the following qualitative work we've done has suggested, no, life is never 100% positive for any of us, but it's about having a balance of, yes, maybe there are some hard times, but also there are some good times as well.  That overall, there's an equilibrium of emotions, Ellen Bernstein-Ellis  Right the duality, like be able to hold the duality Felicity Bright  Absolutely and kind of be okay with it, recognize that each of them has a time and a place. People also, when there was a sense of wellbeing, had a vision for the future, kind of a sense of moving towards that. So, yes,  they were okay in the present, but they also had a sense that the present is not my future for the rest of my life. I can see a life that is meaningful and enjoyable, and I'm taking steps towards it. But when we looked at the literature from Māori, and this was the analysis led by my colleague, Bobby-Jo, it also came through ideas like whanaungatanga and ngā hono. So whanaungatanga talks to the notion of connections, and ngā hono talks to connections and kind of belonging as well. And that was a sense of connection to whānau. So that is to people's wider kinship networks, not just blood relations like a family would be, but to kinship networks who are meaningful to the person. Having a sense of connection and belonging in their community, but also to places of meaning. So not just people, but to places. We also notice an idea around ko ahau, so being connected to their identity as Māori, to their cultural identity, in a sense that their cultural identity was recognized and was valued and supported by those around them, including healthcare professionals. Ideas of mana and wairua. So mana talks to the inherent standing and value that an individual has. And we all know that in a healthcare context, actually, that can be diminished because you become a patient in the healthcare context. But actually, for wellbeing, having that mana recognized and valued and upheld was really critical. And when one's personhood is understood and respected, that also helped with the sense of wairua, I guess, the spiritual essence of the person. And finally, was the notion of rangatiratanga, which is about autonomy and control and the ability to make decisions for oneself.  We can see that while there were similarities between our  Māori and our non-Māori groups, there were also cultural differences. So for wellbeing, for Māori, had wider integrations with their sense of whānau, their family and kinship networks, and for their culture and wellbeing was unique for each whānau within the research. Ellen Bernstein-Ellis  I'd like to take a moment and have you elaborate a little bit more on that concept of the relationship of whānau to wellbeing, and how the whānau may be impacted by the stroke and subsequent aphasia. So often our family and support network does not receive direct attention. And here, you're elevating it quite a bit, so maybe you could speak to that a bit more. This is really top of mind for me, because I just went to a think tank meeting and hearing the stories of the care providers saying, I'm not sure I mattered in this equation of my spouse's health care rehabilitation.It just really struck me to hear that. So please, let's talk a little bit more about those values. Felicity Bright  Yeah, absolutely, for all of the people in our wellbeing research and in the previous hope research and so on that I've done, kind of people's whānau, their family and their social connections were absolutely critical to their recovery. And what came through, when we were looking at Māori experiences, was particularly also the intergenerational aspect, like sometimes within stroke services, we might think about the partner a little bit, not always particularly well. And I'll talk to that in a minute. But actually, we could also hear within our  Māori whānau, kind of the impacts for generations above and generations below, like the disruption to relationships between grandparents and grandchildren, and how the grandparent who may have aphasia, would usually have a really critical role in passing on family knowledge, or passing on Matauranga, kind of Māori cultural knowledge. But actually, because of the way the stroke affected them, they couldn't do that and take that role on, and so that impacted not just on the relationship, but also kind of on the identity and how Māori culture could be passed on through a whānau unit. But we've also heard exactly what you talk about. Our services are focused around the person with stroke rather than their whānau, but our services are also really short term. And so what  we can see from the research is that the family and the whānau become the connectors and the supporters. They are the consistent people. They hold, usually, deep knowledge of the person that often the healthcare professional doesn't hold. And we're doing some work at the moment around communication access in stroke units.  And even in the context of really significant aphasia, we're hearing about how whānau, even though they don't know about aphasia, they don't know about communication strategies.  But because they know how to read the person, they know their non verbal communication, they are actually really powerful translators, and hold the expertise that, actually, we don't hold as Speech and Language Therapists.  But we also know that the whānau are key in helping people access supports outside the healthcare system, and they do a lot of that navigation work that they are left to do because the healthcare system doesn't do it very well. And like you say, that's really challenging when the whānau's well-being is impacted themselves, you know, but that isn't seen consistently, and it isn't acknowledged. They very quickly become the carer, rather than, this is this person's wife and they've been married for 45 years. Or this is this person's husband, and they've got three young children at home. What is this going to mean for their relationship as a couple, for their relationship as parents? And so the families are talking to us about the exhaustion and the grief and the shock and the loss.  The relief that the person is alive, but again, the duality, there is relief, but there is also distress from the way that the stroke is impacting. And so we would really be calling for much more focus on everybody's wellbeing in this context, because if the wellbeing of whānau is not there, that impacts also on the wellbeing of the person. And I think we need to be shifting how we think about who is our client, whose needs do we serve, and what is our role in supporting the social and relational context around the person Ellen Bernstein-Ellis  That's beautiful. You really highlighted that role, the role of the whānau. And you also identify, Felicity, some other key contributors to wellbeing, and then how those might really impact our clinical goal setting, and I know that's always such an important aspect of how we think as clinicians. You have to document because we're in a system, which we'll talk about. Maybe you can share some other factors that you identified. Felicity Bright  Yeah, so I would be encouraging people to think about what are all the things that seem to support people's long term wellbeing? And those are things, like the relationships they hold within their family, but also within their social networks and within their work networks and so on, Thinking about the different emotions that people might be experiencing. Thinking about hope and what supports people to hold hope, and what do people hope for. Think about the connections that matter to people, the connections to people.  The cultural things that matter for people's wellbeing.  The connections to community activities and roles and so on. And think about the things that matter and are meaningful for individuals that usually fall outside our traditional SMART goals that we use in New Zealand, you know? Is it smart, specific, measurable, achievable, realistic, time bound? What is it? I would be saying our goal should be focusing on what makes a good life for this person. And I would be encouraging you, if you're a clinician, looking at the goals that you're setting for the person.  Where is the good life in those goals? Is that up front and center and documented on the page that everyone can see it? That's something I learned through my goal setting research. That was my first research job, the importance of taking people's words, putting their words on a page, and keeping the words where everybody could see it. So where are the things that support wellbeing and that constitute a good life in our goal setting? Where are they in the interventions that we're doing? And I would be really encouraging people to reflect on how they are making the links explicit between the therapeutic tasks and the things that really matter to people. Because we know from the engagement work that when people can see the link between what they're doing in therapy and what matters to them in life, it is much more likely to be engaging and is much more likely to support them to persist, even when it's difficult, because they can understand this is why I'm doing this thing. Ellen Bernstein-Ellis  Right? Oh, that's beautiful. That really leads nicely into another 2024 article that you've put out focused on wellbeing.  And that's The physical wellbeing is our top priority: Healthcare professionals' challenges in supporting psychosocial wellbeing and stroke services. That article examines what seems to be a mismatch between knowing as clinicians that wellbeing is important, right, and being able to specifically address it within our clinical context. So, we say that we want to, and we know it's important, but the ability to get there, it's quite challenging. I was wondering if you could highlight some of your findings and key recommendations. And I think one of those actually addresses the graduate curriculum. I think that is really going back to the beginning, right? So, please share some of the wonderful work from that article. Felicity Bright So the context for this work is, this is part of a bigger program of research I'm doing around wellbeing after stroke. And this isn't specific to people with aphasia, but we do have people with aphasia in the research.  This research came from this issue-- we've got decades of literature that says that wellbeing is important. We've got a body of literature that says clinicians know wellbeing is important, but we are persistently not addressing wellbeing, and we've got decades of patient experience data that says this is an unmet need. So I was really interested in understanding, why have we got this persistent mismatch between what is known what matters and what is done, and so using an approach called institutional ethnography to try and get into the cultures and the structures that contribute to this, the rationale behind that is I didn't want to be creating solutions that were going to be completely unattainable in the healthcare context. And so I wanted to understand what's going on in the structure of the healthcare system, and how might we be able to work with that or push against that, to create different ways of thinking about how we work to deal with this persistent issue. So this project, this part of the research, we were looking at, why are clinicians not seeming to address wellbeing? And so we interviewed over 30 clinicians, I think, within this research for a whole range of healthcare disciplines. What came through really consistently was everybody wanted to support wellbeing. Everybody thought it was important, but there were a number of factors that made it difficult, and we traced as to why that was so. Firstly, we can look back to when the person first comes into the service. They come into the emergency department. There's often a code stroke that's called. It's a time of really busy early biomedical focus around investigating the stroke, doing assessments. The first couple of days are about intervening to prevent another stroke or to prevent complications. And dysphagia assessment is a classic in New Zealand. Dysphagia assessment is usually prioritized over communication assessment because it is seen to have particular risks and contribute to particular complications. And so we've got this really early biomedical focus as people come through the first few days. Then the focus shifts a little bit to assessments and treating impairment in function. And when we were interviewing clinicians, they were talking about wanting to give people the best chance of recovery, and that linked to ideas around neuroplasticity and the importance of early intervention for maximizing neuroplasticity and brain remodeling. There was a real focus on addressing the practicalities like toileting and dressing and what was needed to get people home. And there was a view often that emotions could wait. We need to do the practicalities first. We can do the other stuff later. This was a time of focusing on helping people survive, get through and get home, and it was in the context of really busy wards.  You know, sitting and watching nurses work, they are flat out. They are understaffed, and they have very limited time to be doing these aspects of work. But all of this contributes in this wider healthcare system that in New Zealand, and I suspect internationally, is short staffed, underfunded. We've got more demand than we've got beds. There is a really strong focus on getting people home. Now that's not inherently bad. A lot of our people that we speak to want to be home. Home is a more healing environment for many people than being in hospital. But when the focus is on getting people home, and that is usually about, is the person physically safe to be home, what can happen is other forms of work and other impacts of stroke can be devalued or be forgotten. And what we could see is people were doing work to support wellbeing within this, but it was kind of a particular form of wellbeing work. They would acknowledge a person's emotions, if they came up through interactions.  They would be responding to the emotional cues that people gave off that they were maybe feeling a bit uncertain or a bit upset. They talked about the importance of listening to the person, but that was often couched in a ‘I can listen for so long, but then I need to get on with my session', because the assessment, the treatment, the moving people forward wasn't important, and they would look to others to help. But the problem is, I would say this, this did a really good job of dealing with the tip of the iceberg, the emotions that were on the surface. But if we think back to what I've just said about what matters for wellbeing,  relationships, connection, sense of self, hope, those things are not addressed. What we saw was that wellbeing was other to the core work of any individual discipline. That didn't work for anybody. Didn't work for our patients that we spoke to. It didn't work for our clinicians as well, because we could also see the moral injury and the burnout that comes when you can't offer the services that you know people are wanting and needing. And when we think about what do we do about that? Well, yeah, it's tricky, and I don't have any great answers, but training and education is one thing. So when we think about wellbeing as seen as other to the core business of the disciplines, we need to look at, what is it that we're teaching our students? What are we saying is core work of speech therapy or of physiotherapy or of nursing. I've got the privilege of chairing the accreditation body for speech therapy in New Zealand, and we are rewriting our accreditation framework at the moment that essentially dictates what programs need to teach. We now have a requirement that programs are teaching about psychosocial wellbeing, and that programs are assessing students on how they're addressing psychosocial wellbeing. We need to look at how pathways for care develop, and where is wellbeing within policies, processes, structures, documentation, Basically, it's nowhere. But we also need to look structurally, and we can talk a little bit more about structures and organizations and cultures, because I think what this work reflects is a wider issue around the cultures and the organization of care that can make it really challenging for clinicians to work in the ways that they do. Ellen Bernstein-Ellis  Oh my gosh, it's a beautiful, beautiful response. I think my favorite quote, and there were many in that article, but the one that said “people with stroke live with the impacts of a stroke system that is designed around biomedical short term care for a lifelong condition and deserve services that support them to thrive, not just survive.” I think it's what we need to bring back into the curriculum for our students to understand. And all of this ties into the importance of understanding how cultures and organizations, like you just said, of care, might impact the therapy we provide to our clients. Why do cultures and organizations of care matter? You're alluding to that. I think we've just started to reflect on that. Felicity Bright  Yeah, I've often felt there's a real risk with the research that I do that we could end up pointing the finger at clinicians of not doing things as well as they could or as well as they should. But actually, we need to understand why is this? Why does it make sense for clinicians to prioritize dysphagia over communication? Why does it make sense to prioritize getting people home, over spending the time on addressing their wider wellbeing? And I've been really lucky to work with Deb Hersh and Stacey Attrill, we did a piece of work that looked at this in the context of how speech therapists enacted therapeutic relationships. And we started by delving into why do people work in the way that they do? We started to see the cultural elements. So the needs, for instance,  your allegiances to colleagues, to be a good team player, to maintain your legitimacy. And particularly for speech therapists, who often have a slightly tenuous role in stroke teams. Physios and OTs are important, but speech therapists often have to kind of fight to kind of have their voices heard, and so that can lead to speechies behaving in particular ways. We can also see how cultures of safety impact on what people prioritize. So Abby Foster has done some beautiful work around the cultures of aphasia care and acute care, and highlighting that actually the priority for physical safety and managing dysphagia risk is privileged over the culture of or a need to think about what is the risk associated with communication and poor communication and people not having communication access. If we understand why people work as they do, and if we understand how the cultures and the structures work, then we can start to unpack them and think about what are the ways that we might be able to do things differently. You know, these cultural factors are very real, and none of them are inherently wrong, like it's not a bad thing that we're trying to prevent people getting aspiration pneumonia. That's really, really important, but we need to understand how these things shape practice and the unintended consequences that they might have for what is not valued and for what work isn't prioritized, and what outcomes don't actually seem to really matter in these contexts. And when we start to make these visible, then that opens up space to think about, how might we be able to do things differently, where we can maybe hold all of these things. And you know, in my work that I'm doing around wellbeing, that's the next phase of our work, is working with clinicians to think about, how might we be able to do things differently, so that it's not one or the other, it's not a dichotomy.  But how do we create space for all of these things to be viewed as important and to be prioritized? Ellen Bernstein-Ellis  You've started to dig into that already, because you have yet another 2024 article that you co-authored with Kayes, Soundy and Drown,  Limited conversations about constrained futures: exploring clinician conversations about life after stroke in inpatient settings. And that examines how clinicians talk about the future with their clients. It analyzes 300 hours of observation of clinical interactions, along with 76 interviews with people with aphasia and 37 clinicians. I just want to say that's an astounding undertaking. So, as I read it, it felt like almost an extension of your 2013 and  2020 articles looking at hope, because you connected how what we say can impact how our clients see their future possibilities. Can you share some of the themes you constructed from all of that amazing data collection? I mean, I'm sorry, I thought 15 interviews were a lot, so then I saw this, and I'm like, oh my goodness, amazing. Felicity Bright  It was a pretty massive piece of work, but it was a real privilege to be able to sit and just observe interactions. And I'm so grateful to our people with stroke, many of whom were like two or three days post stroke, and they had the stranger come along and sit there and observe them for 12 hours, but also to our clinicians, who were quite vulnerable in that process of having somebody observe and analyze what they were doing. But at the same time, I think that work is really valuable for looking at what is going on. What we could see is that the conversations that were being had tended to focus on quite a short term future, and we termed this theme constrained temporal horizons. When clinicians were talking about the future, the vast majority of those conversations were about the immediate future. For doctors and nurses--for nurses, it was often what needs to happen in this shift. For allied health and for doctors, it was what needs to happen before you discharge from our service into the next service. And for some allied health, it might be the first few days at home, but there was a view that talking about the longer term future beyond that should be done by other clinicians who might have more knowledge of what life could look like at that stage. We also found that the talk about quite a constrained future was in the context of actually very limited talk, in the first place. So when we think about communication access, for instance, we think, oh, people with aphasia aren't getting very good communication. Actually, lots of people with stroke are not getting very good communication. Again, thinking about cultural factors, but actually communication is not happening well in stroke units, or, I think within the wider healthcare system.  You know, we've got a very task focused, medically focused situation. And so the conversations that were happening were on topics that were led by healthcare professionals, on the topics that they felt mattered-- the tasks they needed to do, the body structures and impairments. The goals that were set were about what needs to happen before somebody gets home. There was little talk about emotions. There was little talk about how you're feeling about what's going on, or what it might be like for you or for your family when you go home. And so this talk about the emotions and so on and future possibilities was left to patients and to families to raise. And instead, the conversations tended to focus on what the healthcare professionals saw as essential topics for the episode of care. We certainly did see some conversations about the future. So I don't want to be disparaging, and I also want to acknowledge the very partial nature of research. I did not see every single interaction. I know that a lot of these quite personal conversations often happen in things like the shower, when the nurses or the OTS are helping the person shower.  That's one of the few private spaces on the ward. And so I want to acknowledge that my analysis is based on a limited data set, and it isn't based on all the conversations that happened, but certainly there was a trend towards limited conversations. We did see that clinicians would open some doors about the future. So they would talk about possible prognosis in the context of things like upper limb prognostic testing that is offered in some hospitals in New Zealand. We would see clinicians talk about what was meaningful to people, particularly in a context where the patient was struggling to engage, but often when the clinicians were talking about this wider future in this context, it was done to try and plant seeds about what the healthcare professional thought was realistic, and it was done to try and help the person engage in rehabilitation in the context of maybe struggling to engage at the best of times. So I think what we could see was that conversations were limited. They were limited conversations about short term, constrained futures that didn't necessarily set people up with hope for the future, with a sense of possibility, with a sense of even starting that process about what matters, to thinking about what matters to me, what do I want life to look like? Ellen Bernstein-Ellis  Wow, and that really just circles us back to that concept of hope. Your work in hope has just been so meaningful to me. I've been really honored to be the guest lecturer speaking about aphasia to our counseling course that's taught by Dr Shubha Kashinath at Cal State, East Bay. And I've included, from the beginning, your work on hope. I just feel it's critical to give our students ways to understand and think about this construct and the role they can have in offering some hope building clinical interactions. I'd like to close this interview by having you discuss some of your first work that I had the honor to read, and some of the hope affirming strategies that you suggest in your 2020 article. Because I just think that's really a gift. Felicity Bright  One of the things that really fascinated me in this work was how our people with aphasia in the research talked about how they look at their clinician and they are reading them to see, are you somebody who's going to give me hope or not? And if they didn't feel their clinician was going to support their hope or was going to help give them hope, or was going to disparage their hopes, they would shut down and they wouldn't share. And so I think, one of the things is to be reflecting on yourself.  What are the messages that you are giving about how you are a safe person to talk to, about whether you are somebody that they can engage in these risky conversations about? I think there's a couple of things as well. We need to recognize that just because somebody says they hope for something doesn't mean that they expect it to happen. We all have unrealistic hopes and expectations. You know,  psychologist colleagues talk to me about how actually having unrealistic hope is part of being psychologically adjusted, and why should that be different for people with stroke? Who are we to say that we hold the expertise. Now, that's not to say that there aren't challenges. So sometimes you might need to do a bit of a balance of, oh, is this something I need to engage in a conversation about? You know, an example is, if somebody is going to invest quite a bit of money in something that actually, there's no evidence to support and could potentially be problematic. There's a really good guideline I found from Christy Simpson, who's an ethicist, who talked about what are the positive effects that this hope has for people? What would be the impacts of taking it away, both positive, but also, what are the negative things that it would do? And so actually engaging in a bit of a risk analysis to think critically about what is holding this hope doing for somebody. Linked to that in the latest paper we did around recalibrating hope, it really highlighted to me the importance of trusting people to often recalibrate their own hopes. So I went back to my original participants from my 2013 research a couple of years later, and I looked at their experiences of hope over that time. And what we found was most of them recalibrated their hopes. They hoped for different things over that time, and they had done that as they engaged in different activities, as they tried things, as they considered their progress, as they rethought what mattered to them. And so that really highlighted, to me, the need to trust people, but it also highlighted the need to think about, how do we support a context that supports people to do that recalibration. Those who were more likely to recalibrate and hold both hope and realism together were people who had social networks, who were engaging in meaningful activities, and who had a sense of purpose and possibility. One of my participants didn't have that. They had lost their social connections. They had no activities in which they were engaging in what was meaningful, and their hope had shrunk. And so it talks to me again, those earlier conversations we've had about well being, thinking about what's meaningful, what supports wellbeing, that's exactly the same thing that supports hope. How are we supporting people's social wellbeing? How are we supporting their relational wellbeing? How are we helping them connect to what is meaningful and what is possible, not just to their impairments, and maybe what is not working so well. I think it's really important to be explicitly thinking about, what is it that helps people bring joy, have joy? What brings them peace in the present? And how can we help them have that sense that things are okay, even if they're not perfect, but also help them have that sense of looking to a future that's possible. Ellen Bernstein-Ellis  Okay, we only have a minute or two left, but I'm going to throw this last question out to you. Felicity, if you had to pick only one thing that we need to achieve urgently as a community of providers, of professionals, what would that one thing be? This is almost like your elevator pitch. You got 60 seconds here. So, so Felicity Bright  So my one thing, in a long, complex sentence, is that speech and language therapists need to reprioritize communication and supporting people to live well after stroke and aphasia, and they need to consider how we model to our colleagues and to our patients and families, and how we support cultures of care that value relationships and relational work, that value and support communication, and that value and support wellbeing.    Ellen Bernstein-Ellis  Oh my goodness, well said, Felicity. Thank you so much for the honor of having this interview today. I know it's going to be impactful to our listeners, and I want to thank our listeners as well. For references and resources mentioned in today's show,  please see our show notes. They're available on our website@www.aphasiaaccess.org and there you can also become a member of our organization, browse our growing library of materials and find out about the Aphasia Access Academy, and if you have an idea for a future podcast episode, email us at info@aphasia access.org.  For Aphasia Access Conversations,  I'm Ellen Bernstein-Ellis, and thanks again for your ongoing support of Aphasia Access. Thank you, Felicity. Felicity Bright  My pleasure. Thank you for having me.   References and Resources AUT Centre for Person Centred Research: https://cpcr.aut.ac.nz/our-research Biel, M. (Host). (2016). An interview with Felicity Bright: The patient's engagement and experience with you, the speech pathologist (No. 2) [audio podcast episode). ANCDS. SoundCloud.https://soundcloud.com/ancds/ep-2-an-interview-with-felicity-bright-the-patients-engagement-and-experience?utm_source=www.ancds.org&utm_campaign=wtshare&utm_medium=widget&utm_content=https%253A%252F%252Fsoundcloud.com%252Fancds%252Fep-2-an-interview-with-felicity-bright-the-patients-engagement-and-experience  Bright, F. A., Ibell‐Roberts, C., Featherstone, K., Signal, N., Wilson, B. J., Collier, A., & Fu, V. (2024). ‘Physical well‐being is our top priority': Healthcare professionals' challenges in supporting psychosocial well‐being in stroke services. Health Expectations, 27(2), e14016. Bright, F. A., Ibell-Roberts, C., & Wilson, B. J. (2024). Psychosocial well-being after stroke in Aotearoa New Zealand: a qualitative metasynthesis. Disability and Rehabilitation, 46(10), 2000-2013. Bright, F. A., Kayes, N. M., McCann, C. M., & McPherson, K. M. (2013). Hope in people with aphasia. Aphasiology, 27(1), 41-58. Bright, F. A., McCann, C. M., & Kayes, N. M. (2020). Recalibrating hope: A longitudinal study of the experiences of people with aphasia after stroke. Scandinavian Journal of Caring Sciences, 34(2), 428-435. Bright, F. A., Kayes, N. M., Soundy, A., & Drown, J. (2024). Limited conversations about constrained futures: exploring clinicians' conversations about life after stroke in inpatient settings. Brain Impairment, 25(1). Ellis-Hill, C., Payne, S., & Ward, C. (2008). Using stroke to explore the life thread model: an alternative approach to understanding rehabilitation following an acquired disability. Disability and rehabilitation, 30(2), 150-159. Foster, A., O'Halloran, R., Rose, M., & Worrall, L. (2016). “Communication is taking a back seat”: speech pathologists' perceptions of aphasia management in acute hospital settings. Aphasiology, 30(5), 585-608. Parr, S., Byng, S., & Gilpin, S. (1997). Talking about aphasia: Living with loss of language after stroke. McGraw-Hill Education (UK). Simpson, C. (2004). When hope makes us vulnerable: A discussion of patient-healthcare provider interactions in the context of hope. Bioethics, 18(5), 428-447

This episode features Dr Maria Arantzamendit, (Universidad de Navarra, Institute for Culture and Society-ATLANTES Global Observatory of Palliative Care, Pamplona, Navarra, Spain. IdISNA-Instituto de Investigación Sanitaria de Navarra. Medicina PaliativaK).   What is already known about the topic? Palliative care professionals use coping strategies to deal with the emotional challenges of their work. Coping skills are essential for professionals to stay and remain in palliative care.   What this paper adds? A grounded theory of a five-phase transformative process through which palliative care professionals develop coping capacity and evolve from a phase of emotional contention toward one of care based on inner balance and a transcendent perspective. Key factors influencing the development process are some clinical cases, teamwork, and selfcare. The study shares how the sensations of feeling overwhelmed can sometimes be reversed as professionals come to understand how to care for themselves.   Implications for practice, theory, or policy The model may help palliative care professionals to understand how they can develop their coping skills. This study emphasizes the role of certain team mates from close teams as influential in developing coping skills. Institutional support and recognition for the work of palliative care professionals is important in the coping process.     Full paper available from:     https://journals.sagepub.com/doi/10.1177/02692163241229961   This podcast is available in other languages - see below: SPANISH: https://drive.google.com/file/d/1P088hWpeej3amYKeNoXNoigeHP4sIl3k/view?usp=sharing PORTGUESE: https://drive.google.com/file/d/1P25tKjGvITEqovNeeBgD-2PuDC8jEcHW/view?usp=sharing VASQUE: https://drive.google.com/file/d/1P8maXlqHyGPuENRKzaIbRVR6NnUqoydE/view?usp=drive_link     If you would like to record a podcast about your published (or accepted) Palliative Medicine paper, please contact Dr Amara Nwosu:  a.nwosu@lancaster.ac.uk

Constructivist grounded theory's origins lie in criticisms of classical grounded theory as overly objectivist and insufficiently reflexive when it comes to interpretive processes. Sohail and Elaine discuss this context before going on to unpack the whys and hows of interpretation in constructivist grounded theory, how researchers can make the vital leap from description of data to higher-level conceptualisation, plus the pitfalls to avoid along the way.

Tina talks with Aiden, a research leader and digital strategy consultant. They discuss the combined power of grounded theory and continuous discovery in UX research. Aiden shares their experiences and perspectives on how these methodologies enrich the understanding of user needs, driving innovation in user-centric design while exploring the interplay between teamwork and individual efforts in research.

In this edition of @medEd_journal, @jbullockruns et al. describe identity safety, where learning environments allow learners to exist as their authentic selves. The figure is worth 1000 words. Find the accompanying article here:   https://doi.org/10.1111/medu.15174  

We are excited to feature our first academic on the pod! I first came across Shreya when her tweetstorm of MLOps principles went viral:Shreya's holistic approach to production grade machine learning has taken her from Stanford to Facebook and Google Brain, being the first ML Engineer at Viaduct, and now a PhD in Databases (trust us, its relevant) at UC Berkeley with the new EPIC Data Lab. If you know Berkeley's history in turning cutting edge research into gamechanging startups, you should be as excited as we are!Recorded in-person at the beautiful StudioPod studios in San Francisco.Full transcript is below the fold.Edit from the future: Shreya obliged us with another round of LLMOps hot takes after the pod!Other Links* Shreya's About: https://www.shreya-shankar.com/about/* Berkeley Sky Computing Lab - Utility Computing for the Cloud* Berkeley Epic Data Lab - low-code and no-code interfaces for data work, powered by next-generation predictive programming techniques* Shreya's ML Principles * Grounded Theory* Lightning Round:* Favorite AI Product: Stability Dreamstudio* 1 Year Prediction: Data management platforms* Request for startup: Design system generator* Takeaway: It's not a fad!Timestamps* [00:00:27] Introducing Shreya (poorly)* [00:03:38] The 3 V's of ML development* [00:05:45] Bridging Development and Production* [00:08:40] Preventing Data Leakage* [00:10:31] Berkeley's Unique Research Lab Culture* [00:11:53] From Static to Dynamically Updated Data* [00:12:55] Models as views on Data* [00:15:03] Principle: Version everything you do* [00:16:30] Principle: Always validate your data* [00:18:33] Heuristics for Model Architecture Selection* [00:20:36] The LLMOps Stack* [00:22:50] Shadow Models* [00:23:53] Keeping Up With Research* [00:26:10] Grounded Theory Research* [00:27:59] Google Brain vs Academia* [00:31:41] Advice for New Grads* [00:32:59] Helping Minorities in CS* [00:35:06] Lightning RoundTranscript[00:00:00] Hey everyone. Welcome to the Latent Space podcast. This is Alessio partner and CTM residence at Decibel Partners. I'm joined by my co-host, swyx writer and editor of Latent Space. Yeah,[00:00:21] it's awesome to have another awesome guest Shankar. Welcome .[00:00:25] Thanks for having me. I'm super excited.[00:00:27] Introducing Shreya (poorly)[00:00:27] So I'll intro your formal background and then you can fill in the blanks.[00:00:31] You are a bsms and then PhD at, in, in Computer Science at Stanford. So[00:00:36] I'm, I'm a PhD at Berkeley. Ah, Berkeley. I'm sorry. Oops. . No, it's okay. Everything's the bay shouldn't say that. Everybody, somebody is gonna get mad, but . Lived here for eight years now. So[00:00:50] and then intern at, Google Machine learning learning engineer at Viaduct, an OEM manufacturer, uh, or via OEM analytics platform.[00:00:59] Yes. And now you're an e I R entrepreneur in residence at Amplify.[00:01:02] I think that's on hold a little bit as I'm doing my PhD. It's a very unofficial title, but it sounds fancy on paper when you say[00:01:09] it out loud. Yeah, it is fancy. Well, so that is what people see on your LinkedIn. What's, what should, what should people know about you that's not on your LinkedIn?[00:01:16] Yeah, I don't think I updated my LinkedIn since I started the PhD, so, I'm doing my PhD in databases. It is not AI machine learning, but I work on data management for building AI and ML powered software. I guess like all of my personal interests, I'm super into going for walks, hiking, love, trying coffee in the Bay area.[00:01:42] I recently, I've been getting into cooking a lot. Mm-hmm. , so what kind of cooking? Ooh. I feel like I really like pastas. But that's because I love carbs. So , I don't know if it's the pasta as much as it's the carb. Do you ever cook for[00:01:56] like large[00:01:57] dinners? Large groups? Yeah. We just hosted about like 25 people a couple weeks ago, and I was super ambitious.[00:02:04] I was like, I'm gonna cook for everyone, like a full dinner. But then kids were coming. and I was like, I know they're not gonna eat tofu. The other thing with hosting in the Bay Area is there's gonna be someone vegan. There's gonna be someone gluten-free. Mm-hmm. . There's gonna be someone who's keto. Yeah.[00:02:20] Good luck, .[00:02:21] Oh, you forgot the seeds. That's the sea disrespects.[00:02:25] I know. . So I was like, oh my God, I don't know how I'm gonna do this. Yeah. The dessert too. I was like, I don't know how I'm gonna make everything like a vegan, keto nut free dessert, just water. It was a fun challenge. We ordered pizza for the children and a lot of people ate the pizza.[00:02:43] So I think , that's what happens when you try to cook, cook for everyone.[00:02:48] Yeah. The reason I dug a bit on the cooking is I always find like if you do cook for large groups, it's a little bit like of an ops situation. Yeah. Like a lot of engineering. A lot of like trying to figure out like what you need to deliver and then like what the pipeline[00:02:59] is and Oh, for sure.[00:03:01] You write that Gantt chart like a day in advance. , did you actually have a ga? Oh, I did. My gosh. Of course I had a Gantt chart. I, I dunno how people, did[00:03:08] you orchestrate it with airflow or ?[00:03:12] I orchestrated it myself. .[00:03:15] That's awesome. But yeah, we're so excited to have you, and you've been a pretty prolific writer, researcher, and thank you.[00:03:20] You have a lot of great content out there. I think your website now says, I'm currently learning how to make machine learning work in the real world, which is a challenge that mm-hmm. , everybody is steaming right now from the Microsoft and Googles of the word that have rogue eyes flirting with people, querying them to people, deploy models to production.[00:03:38] The 3 V's of ML development[00:03:38] Maybe let's run through some of the research you've done, especially on lops. Sure. And how to get these things in production. The first thing I really liked from one of your paper was the, the three VS of ML development. Mm-hmm. , which is velocity validation and versioning. And one point that you were making is that the development workflow of software engineering is kind of very different from ML because ML is very experiment driven.[00:04:00] Correct. There's a lot of changes that you need to make, you need to kill things very quickly if they're not working. So maybe run us through why you decided as kind of those three vs. Being some of the, the core things to think about. and some of the other takeaways from their research. Yeah,[00:04:15] so this paper was conducted as a loosely structured interview study.[00:04:18] So the idea is you interview like three or four people and then you go and annotate all the transcripts, tag them, kind of put the word clouds out there, whatever. There's a bunch of like cool software to do this. Then we keep seeing these, themes of velocity wasn't the word, but it was like experiment quickly or high experimentation rate.[00:04:38] Sometimes it was velocity. And we found that that was like the number one thing for people who were talking about their work in this kind of development phase. We also categorized it into phases of the work. So the life cycle like really just fell into place when we annotated the transcripts. And so did the variables.[00:04:55] And after three or four interviews you iterate on them. You kind of iterate on the questions, and you iterate on the codes or the tags that you give to the transcripts and then you do it again. And we repeated this process like three or four times up to that many people, and the story kind of told itself in a way that[00:05:11] makes sense.[00:05:12] I think, like I was trying to figure out why you picked those, but it's interesting to see that everybody kinda has the same challenges.[00:05:18] It fell out. I think a big thing, like even talking to the people who are at the Microsofts and the Googles, they have models in production. They're frequently training these models in production, yet their Devrel work is so experimental.[00:05:31] Mm-hmm. . And we were like, so it doesn't change. Even when you become a mature organization, you still throw 100 darts at the wall for five of them to stick and. That's super interesting and I think that's a little bit unique to data science and machine learning work.[00:05:45] Bridging Development and Production[00:05:45] Yeah. And one one point you had is kind of how do we bridge the gap between the development environments and the production environments?[00:05:51] Obviously you're still doing work in this space. What are some of the top of mind areas of focus for you in[00:05:57] this area? Yeah, I think it. Right now, people separate these environments because the production environment doesn't allow people to move at the rate that they need to for experimentation. A lot of the times as you're doing like deep learning, you wanna have GPUs and you don't wanna be like launching your job on a Kubernetes cluster and waiting for the results to come.[00:06:17] And so that's just the hardware side of things. And then there is the. Execution stack. Um, you wanna be able to query and create features real time as you're kind of training your model. But in production things are different because these features are kind of scheduled, maybe generated every week.[00:06:33] There's a little bit of lag. These assumptions are not accounted for. In development and training time. Mm-hmm. . So of course we're gonna see that gap. And then finally, like the top level, the interface level. People wanna experiment in notebooks, in environments that like allow them to visualize and inspect their state.[00:06:50] But production jobs don't typically run in notebooks. Yeah, yeah, yeah. I mean there, there are tools like paper mill and et cetera. But it's not the same, right? So when you just look at every single layer of the kind of data technical stack, there's a develop. Side of things and there's a production side of things and they're completely different.[00:07:07] It makes sense why. Way, but I think that's why you get a bunch of bugs that come when you put things in production.[00:07:14] I'm always interested in the elimination of those differences. Mm-hmm. And I don't know if it's realistic, but you know, what would it take for people to, to deploy straight to production and then iterate on production?[00:07:27] Because that's ultimately what you're[00:07:29] aim for. This is exactly what I'm thinking about right now in my PhD for kind of like my PhD. But you said it was database. I think databases is a very, very large field. , pretty much they do everything in databases . But the idea is like, how do we get like a unified development and production experience, Uhhuh, for people who are building these ML models, I think one of the hardest research challenges sits at that execution layer of kind of how do.[00:07:59] Make sure that people are incorporating the same assumptions at development time. Production time. So feature stores have kind of come up in the last, I don't know, couple of years, three years, but there's still that online offline separation. At training time, people assume that their features are generated like just completely, perfectly.[00:08:19] Like there's no lag, nothing is stale. Mm-hmm. , that's the case when trading time, but those assumptions aren't really baked. In production time. Right. Your features are generated, I don't know, like every week or some Every day. Every hour. That's one thing. How do, like, what does that execution model look like to bridge the two and still give developers the interactive latencies with features?[00:08:40] Preventing Data Leakage[00:08:40] Mm-hmm. . I think another thing also, I don't know if this is an interface problem, but how do we give developers the guardrails to not look at data that they're not supposed to? This is a really hard problem. For privacy or for training? Oh, no, just for like training. Yeah. Okay. also for privacy. Okay. But when it comes to developing ML models in production, like you can't see, you don't see future data.[00:09:06] Mm-hmm. . Yeah. You don't see your labels, but at development time it's really easy to. to leak. To leak and even like the seeming most seemingly like innocuous of ways, like I load my data from Snowflake and I run a query on it just to get a sense for, what are the columns in my data set? Mm-hmm. or like do a DF dot summary.[00:09:27] Mm-hmm. and I use that to create my features. Mm-hmm. and I run that query before I do train test. , there's leakage in that process. Right? And there's just at the fun, most fundamental level, like I think at some point at my previous company, I just on a whim looked through like everyone's code. I shouldn't have done that , but I found that like everyone's got some leakage assumptions somewhere.[00:09:49] Oh, mm-hmm. . And it's, it's not like people are bad developers, it's just that. When you have no guard the systems. Yeah, do that. Yeah, you do this. And of course like there's varying consequences that come from this. Like if I use my label as a feature, that's a terrible consequence. , if I just look at DF dot summary, that's bad.[00:10:09] I think there's like a bunch of like unanswered interesting research questions in kind of creating. Unified experience. I was[00:10:15] gonna say, are you about to ban exploratory data analysis ?[00:10:19] Definitely not. But how do we do PDA in like a safe , data safe way? Mm-hmm. , like no leakage whatsoever.[00:10:27] Right. I wanna ask a little small follow up about doing this at Berkeley.[00:10:31] Berkeley's Uniquely Research Lab Culture[00:10:31] Mm-hmm. , it seems that Berkeley does a lot of this stuff. For some reason there's some DNA in Berkeley that just, that just goes, hey, just always tackle this sort of hard data challenges. And Homestate Databricks came out of that. I hear that there's like some kind of system that every five years there's a new lab that comes up,[00:10:46] But what's going on[00:10:47] there? So I think last year, rise Lab which Ray and any scale came out of. Kind of forked into two labs. Yeah. Sky Lab, I have a water bottle from Sky Lab. Ooh. And Epic Lab, which my advisor is a co-PI for founding pi, I don't know what the term is. And Skylabs focus, I think their cider paper was a multi-cloud programming environment and Epic Lab is, Their focus is more like low-code, no-code, better data management tools for this like next generation of Interfa.[00:11:21] I don't even know. These are like all NSF gra uh, grants.[00:11:24] Yeah. And it's five years, so[00:11:26] it could, it could involve, yeah. Who knows what's gonna be, and it's like super vague. Yeah. So I think we're seeing like two different kinds of projects come out of this, like the sky projects of kind of how do I run my job on any cloud?[00:11:39] Whichever one is cheapest and has the most resources for me, my work is kind of more an epic lab, but thinking about these like interfaces, mm-hmm. , better execution models, how do we allow people to reason about the kind of systems they're building much more effectively. Yeah,[00:11:53] From Static Data to Dynamically Updated Data[00:11:53] yeah. How do you think about the impact of the academia mindset when then going into.[00:11:58] Industry, you know, I know one of the points in your papers was a lot of people in academia used with to static data sets. Mm-hmm. , like the data's not updating, the data's not changing. So they work a certain way and then they go to work and like they should think about bringing in dynamic data into Yeah.[00:12:15] Earlier in the, in the workflow, like, , how do you think we can get people to change that mindset? I think[00:12:21] actually people are beginning to change that mindset. We're seeing a lot of kind of dynamic data benchmarks or people looking into kind of streaming datasets, largely image based. Some of them are language based, but I do think it's somewhat changing, which is good.[00:12:35] But what I don't think is changing is the fact that model researchers and Devrel developers want. to create a model that learns the world. Mm-hmm. . And that model is now a static artifact. I don't think that's the way to go. I want people, at least in my research, the system I'm building, models are not a one time thing.[00:12:55] Models as views on Data[00:12:55] Models are views that are frequently recomputed over your data to use database speak, and I don't see people kind of adopting that mindset when it comes to. Kind of research or the data science techniques that people are learning in school. And it's not just like retrain G P T every single day or whatever, but it, it is like, how do I make sure that I don't know, my system is evolving over time.[00:13:19] Mm-hmm. that whatever predictions or re query results that are being generated are. Like that process is changing. Can you give[00:13:27] a, an overview of your research project? I know you mentioned a couple snippets here and there,[00:13:32] but that would be helpful. . I don't have a great pitch yet. I haven't submitted anything, still working on it, but the idea is like I want to create a system for people to develop their ML pipelines, and I want it to be like, Like unifying the development production experience.[00:13:50] And the key differences about this is one, you think of models as like data transformations that are recomputed regularly. So when you write your kind of train or fit functions, like the execution engine understands that this is a process that runs repeatedly. It monitors the data under the hood to refit the computation whenever it's detected.[00:14:12] That kind of like the data distributions have changed. So that way whenever you. Test your pipelines before you deploy them. Retraining is baked in, monitoring is baked in. You see that? And the gold star, the gold standard for me is the number that you get at development time. That should be the number that you get when you deploy[00:14:33] There shouldn't be this expected 10% drop. That's what I know I will have. Made something. But yeah, definitely working on that.[00:14:41] Yeah. Cool. So a year ago you tweeted a list of principles that you thought people should know and you split it very hopefully. I, I thought into beginner, intermediate, advanced, and sometimes the beginner is not so beginner, you know what I mean?[00:14:52] Yeah, definitely. .[00:14:53] The first one I write is like,[00:14:57] so we don't have to go through the whole thing. I, I do recommend people check it out, but also maybe you can pick your favorites and then maybe something you changed your mind.[00:15:03] Principle: Version Everything You Do[00:15:03] I think several of them actually are about versioning , which like maybe that bias the interview studying a little bit.[00:15:12] Yeah. But I, I really think version everything you do, because in experimentation time, because when you do an experiment, you need some version there because if you wanna pr like publish those. , you need something to go back to. And the number of people who like don't version things, it is just a lot. It's also a lot to expect for someone to commit their code every time they like.[00:15:33] Mm-hmm. train their model. But I think like having those practices is definitely worth it. When you say versioning,[00:15:39] you mean versioning code.[00:15:40] versioning code versioning data, like everything around a single like trial run.[00:15:45] So version code get fine. Mm-hmm. versioning data not[00:15:48] as settled. Yeah. I think that part, like you can start with something super hacky, which is every time you run your script, like just save a copy of your training set.[00:16:00] Well, most training sets are not that big. Yeah. Like at least when people are like developing on their computer, it. Whatever. It's not that big. Just save a copy somewhere. Put it ass three, like it's fine. It's worth it. Uhhuh, . I think there's also like tools like dvc like data versioning kind of tools. I think also like weights and biases and these experiment track like ML flow, the experiment tracking tools have these hooks to version your data for you.[00:16:23] I don't know how well they work these days, but . Yeah, just something around like versioning. I think I definitely agree with[00:16:30] Principle: Always validate your Data[00:16:30] I'm. Super, super big into data validation. People call it monitoring. I used to think it was like monitoring. I realize now like how little at my previous company, we just like validated the input data going into these pipelines and even talking to people in the interview study people are not doing.[00:16:48] Data validation, they see that their ML performance is dropping and they're like, I don't know why. What's going on ? And when you dig into it, it's a really fascinating, interesting, like a really interesting research problem. A lot of data validation techniques for machine learning result in too many false positive alerts.[00:17:04] And I have a paper got rejected and we're resubmitting on this. But yeah, like there, it's active research problem. How do you create meaningful alerts, especially when you have tons of features or you have large data sets, that's a really hard problem, but having some basic data validation check, like check that your data is complete.[00:17:23] Check that your schema matches up. Check that your most frequent, like your. Most frequently occurring value is the same. Your vocabulary isn't changing if it's a large language model. These are things that I definitely think I could have. I should have said that I did say data validation, but I didn't like, like spell it out.[00:17:39] Have you, have you looked into any of the current data observability platforms like Montecarlo or Big I I think you, I think you have some experience with that as[00:17:47] well. Yeah. I looked at a Monte car. Couple of years back, I haven't looked into big eye. I think that designing data validation for ML is a different problem because in the machine learning setting, you can allow, there's like a tolerance for how corrupted your data is and you can still get meaningful prediction.[00:18:05] Like that's the whole point of machine learning. Yeah, so like. A lot of the times, like by definition, your data observability platform is gonna give you false positives if you just care about the ML outputs. So the solution really, at least our paper, has this scheme where we learn from performance drops to kind of iterate on the precision of the data validation, but it's a hybrid of like very old databases techniques as well as kind of adapting it to the ML setting.[00:18:33] Heuristics for Model Architecture Selection[00:18:33] So you're an expert in the whole stack. I think I, I talk with a lot of founders, CTOs right now that are saying, how can I get more ML capabilities in, in my application? Especially when it comes to LLMs. Mm-hmm. , which are kind of the, the talk of the town. Yeah. How should people think about which models to use, especially when it comes to size and how much data they need to actually make them useful, for example, PT three is 175 billion parameters co-pilot use as a 12 billion model.[00:19:02] Yeah. So it's much smaller, but it's very good for what it does. Do you have any heuristics or mental models that you use when teams should think about what models to use and how big they need it to be?[00:19:12] Yeah I think that the. Precursor to this is the operational capabilities that these teams have. Do they have the capability to like literally host their own model, serve their own model, or would they rather use an api?[00:19:25] Mm-hmm. , a lot of teams like don't have the capability to maintain the actual model artifact. So even like the process of kind of. Fine tuning A G P T or distilling that, doing something like it's not feasible because they're not gonna have someone to maintain it over time. I see this with like some of the labs, like the people that we work with or like the low-code, no-code.[00:19:47] Or you have to have like really strong ML engineers right over time to like be able to have your own model. So that's one thing. The other thing is these G P T, these, these large language models, they're really good. , like giving you useful outputs. Mm-hmm. compared to like creating your own thing. Mm-hmm.[00:20:02] even if it's smaller, but you have to be okay with the latency. Mm-hmm. and the cost that comes out of it. In the interview study, we talk to people who are keeping their own, like in memory stores to like cash frequently. I, I don't know, like whatever it takes to like avoid calling the Uhhuh API multiple types, but people are creative.[00:20:22] People will do this. I don't think. That it's bad to rely on like a large language model or an api. I think it like in the long term, is honestly better for certain teams than trying to do their own thing on[00:20:36] house.[00:20:36] The LLMOps Stack[00:20:36] How's the L l M ops stack look like then? If people are consuming this APIs, like is there a lot of difference in under They manage the, the data, the.[00:20:46] Well,[00:20:46] I'll tell you the things that I've seen that are unified people need like a state management tool because the experience of working with a L L M provi, like A G P T is, mm-hmm. . I'm gonna try start out with these prompts and as I learn how to do this, I'm gonna iterate on these prompts. These prompts are gonna end up being this like dynamic.[00:21:07] Over time. And also they might be a function of like the most recent queries Tonight database or something. So the prompts are always changing. They need some way to manage that. Mm-hmm. , like I think that's a stateful experience and I don't see the like, like the open AI API or whatever, like really baking that assumption in into their model.[00:21:26] They do keep a history of your[00:21:27] prompts that help history. I'm not so sure. , a lot of times prompts are like, fetch the most recent similar data in my database, Uhhuh, , and then inject that into the pump prompt. Mm-hmm. . So I don't know how, Okay. Like you wanna somehow unify that and like make sure that's the same all the time.[00:21:44] You want prompt compiler. Yeah, . I think there's some startup probably doing that. That's definitely one thing. And then another thing that we found very interesting is that when people put these. LLMs in production, a lot of the bugs that they observe are corrected by a filter. Don't output something like this.[00:22:05] Yes. Or don't do this like, so there's, or please output G on, yeah. . So these pipelines end up becoming a hybrid of like the API uhhuh, they're. Service that like pings their database for the most recent things to put in their prompt. And then a bunch of filters, they add their own filters. So like what is the system that allows people to build, build such a pipeline, this like hybrid kind of filter and ML model and dynamic thing.[00:22:30] So, so I think like, The l l m stack, like is looking like the ML ops thing right in this way of like hacking together different solutions, managing state all across the pipeline monitoring, quick feedback loop.[00:22:44] Yeah. You had one, uh, just to close out the, the tweet thread thing as well, but this is all also relevant.[00:22:50] Shadow Models[00:22:50] You have an opinion about shadowing a less complicated model in production to fall back on. Yeah. Is that a good summary?[00:22:55] The shadowing thing only works in situations where you don. Need direct feedback from. The user because then you can like very reasonably serve it like Yeah, as as long, like you can benchmark that against the one that's currently in production, if that makes sense.[00:23:15] Right. Otherwise it's too path dependent or whatever to.[00:23:18] evaluate. Um, and a lot of services can benefit from shadowing. Like any, like I used to work a lot on predictive analytics, predictive maintenance, like stuff like that, that didn't have, um, immediate outputs. Mm-hmm. or like immediate human feedback. So that was great and okay, and a great way to like test the model.[00:23:36] Got it. But I think as. Increasingly trying to generate predictions that consumers immediately interact with. It might not be I, I'm sure there's an equivalent or a way to adapt it. Mm-hmm. AV testing, stage deployment, that's in the paper.[00:23:53] Keeping Up With Research[00:23:53] Especially with keeping up with all the new thing. That's one thing that I struggle with and I think preparing for this. I read a lot of your papers and I'm always like, how do you keep up with, with all of this stuff?[00:24:02] How should people do it? You know? Like, now, l l M is like the hot thing, right? There's like the, there's like the chinchilla study. There's like a lot of cool stuff coming out. Like what's. U O for like staying on top of this research, reading it. Yeah. How do you figure out which ones are worth reading?[00:24:16] Which ones are kind of like just skim through? I read all of yours really firmly. , but I mean other ones that get skimmed through, how should people figure it out?[00:24:24] Yeah, so I think. I'm not the best person to ask for this because I am in a university and every week get to go to amazing talks. Mm-hmm. and like engage with the author by the authors.[00:24:35] Yeah. Right. Yeah. Yeah. So it's like, I don't know, I feel like all the opportunities are in my lap and still I'm struggling to keep up, if that makes sense. Mm-hmm. . I used to keep like running like a bookmark list of papers or things that I want to read. But I think every new researcher does that and they realize it's not you worth their time.[00:24:52] Right? Like they will eventually get to reading the paper if it's absolutely critical. No, it's, it's true, it's true. So like we've, I've adopted this mindset and like somehow, like I do end up reading things and the things that I miss, like I don't have the fo. Around. So I highly encourage people to take that mentality.[00:25:10] I also, I think this is like my personal taste, but I love looking into the GitHub repos that people are actually using, and that usually gives me a sense for like, what are the actual problems that people have? I find that people on Twitter, like sometimes myself included, will say things, but you, it's not how big of a problem is it?[00:25:29] Mm-hmm. , it's not. Yeah, like , I find that like just looking at the repos, looking at the issues, looking at how it's evolved over time, that really, really helps. So you're,[00:25:40] to be specific, you're not talking about paper repos?[00:25:43] No, no, no, no. I'm talking about tools, but tools also come with papers a lot in, um, databases.[00:25:49] Yeah. Yeah. I think ML specifically, I think there's way too much ML research out there and yeah, like so many papers out there, archive is like, kind of flooded. Yeah.[00:26:00] It's like 16% of old papers produced.[00:26:02] It's, it's crazy. . I don't know if it's a good use of time to try to read all of them, to be completely honest.[00:26:10] Grounded Theory for Problem Discovery[00:26:10] You have a very ethnographic approach, like you do interviews and I, I assume like you just kinda observe and don't Yeah. Uh, prescribe anything. And then you look at those GitHub issues and you try to dig through from like production, like what is this orientation? Is there like a research methodology that you're super influenced by that guides you like this?[00:26:28] I wish that I had. Like awareness and language to be able to talk about this. Uhhuh, , . I[00:26:37] don't know. I, I think it's, I think it's a bit different than others who just have a technology they wanna play with and then they, they just ignore, like they don't do as much, uh, like people research[00:26:47] as[00:26:47] you do. So the HCI I researchers like, Have done this forever and ever and ever.[00:26:53] Yeah. But grounded theory is a very common methodology when it comes to trying to understand more about a topic. Yeah. Which is you go in, you observe a little bit, and then you update your assumptions and you keep doing this process until you have stopped updating your assumptions. . And I really like that approach when it comes to.[00:27:13] Just kind of understanding the state of the world when it comes to like a cer, like LLMs or whatever, until I feel like, like there was like a point in time for like lops on like tabular data prior to these large language models. I feel like I, I'd gotten the space and like now that these like large language models have come out and people are really trying to use them.[00:27:35] They're tabular kind of predictions that they used to in the past. Like they're incorporating language data, they're incorporating stuff like customer feedback from the users or whatever it is to make better predictions. I feel like that's totally changing the game now, and I'm still like, Why, why is this the case?[00:27:52] Was were the models not good enough? Do people feel like they're behind? Mm-hmm. ? I don't know. I try to talk to people and like, yeah, I have no answers.[00:27:59] Google Brain vs Academia[00:27:59] So[00:27:59] how does the industry buzz and focus influence what stuff the research teams work on? Obviously arch language models, everybody wants to build on them.[00:28:08] When you're looking at, you know, other peers in the, in the PhD space, are they saying, oh, I'm gonna move my research towards this area? Or are they just kind of focused on the idea of the[00:28:18] first. . This is a good question. I think that we're at an interesting time where the kind of research a PhD student in an academic institution at CS can do is very different from the research that a large company, because there aren't like, There just aren't the resources.[00:28:39] Mm-hmm. that large companies compute resources. There isn't the data. And so now PhD students I think are like, if they want to do something better than industry could do it, like there's like a different class of problems that we have to work on because we'll never be able to compete. So I think that's, yeah, I think that's really hard.[00:28:56] I think a lot of PhD students, like myself included, are trying to figure out like, what is it that we can do? Like we see the, the state of the field progressing and we see. , why are we here? If we wanna train language model, I don't, but if somebody wants to train language models, they should not be at uc.[00:29:11] Berkeley, , they shouldn't .[00:29:15] I think it's, there's a sort of big, gets bigger mentality when it comes to training because obviously the big companies have all the data, all the money. But I was kind of inspired by Luther ai. Mm-hmm. , um, which like basically did independent reproductions Yeah. Of G P T three.[00:29:30] Don't you think like that is a proof of, of existence that it is possible to do independently?[00:29:34] Totally. I think that kind of reproducing research is interesting because it doesn't lead to a paper. Like PhD students are still like, you can only graduate when you have papers. Yeah. So to have a whole lab set.[00:29:46] I think Stanford is interesting cuz they did do this like reproducing some of the language models. I think it should be a write[00:29:50] a passage for like every year, year one PhD. You[00:29:53] must reproduce everything. I won't say that no one's done it, but I do understand that there's an incentive to do new work because that's what will give you the paper.[00:30:00] Yeah. So will you put 20 of your students to. I feel like only a Stanford or somebody who like really has a plan to make that like a five plus year. Mm-hmm. research agenda. And that's just the first step sort of thing. Like, I can't imagine every PhD student wants to do that. Well, I'm just[00:30:17] saying, I, I, I feel like that there will be clouds, uh, the, the, you know, the big three clouds.[00:30:21] Mm-hmm. Probably the Microsoft will give you credits to do whatever you want. And then it's on you to sort of collect the data but like there of existence that it is possible to[00:30:30] It's definitely possible. Yeah. I think it's significantly harder. Like collecting the data is kind of hard. Like just like because you have the cloud credits doesn't mean like you have a cluster that has SREs backing it.[00:30:42] Mm-hmm. who helped you run your experiments. Right, right. Like if you are at Google Rain. Yeah. I was there what, like five, six years ago. God, like I read an experiment and I didn. Problems. Like it was just there. Problems . It's not like I'm like running on a tiny slur cluster, like watching everything fail every five.[00:31:01] It's like, this is why I don't train models now, because I know that's not a good use of my time. Like I'll be in so many like SRE issues. Yeah. If I do it now, even if I have cloud credits. Right. So, Yeah, I think it's, it can feel disheartening. , your PhD student training models,[00:31:18] well, you're working on better paradigms for everyone else.[00:31:21] You know? That's[00:31:22] the goal. I don't know if that's like forced, because I'm in a PhD program, , like maybe if I were someone else, I'd be training models somewhere else. I don't know. Who knows? Yeah. Yeah.[00:31:30] You've read a whole post on this, right? Choosing between a PhD and going into. Obviously open ai. Mm-hmm. is kinda like the place where if you're a researcher you want to go go work in three models.[00:31:41] Advice for New Grads[00:31:41] Mm-hmm. , how should people think about it? What are like maybe areas of research that are underappreciated in industry that you're really excited about at a PhD level? Hmm.[00:31:52] I think I wrote that post for new grads. . So it might not be as applicable like as a new grad. Like every new grad is governed by, oh, not every, a good number of new grads are governed by, like, I wanna do work on something that's impactful and I want to become very known for this.[00:32:06] Mm-hmm. , like, that's like , like a lot of, but like they don't really, they're walking outta the world for the first time almost. So for that reason, I think that like it's worth working on problems. We'll like work on any data management research or platform in an industry that's like working on Providence or working on making it more efficient to train model or something like.[00:32:29] You know, that will get used in the future. Mm-hmm. . So it might be worth just going and working on that in terms of, I guess like going to work at a place like OpenAI or something. I do think that they're doing very interesting work. I think that it's like not a fad. These models are really interesting.[00:32:44] Mm-hmm. and like, they will only get more interesting if you throw more compute Right. And more data at them. So it, it seems like these industry companies. Doing something interesting. I don't know much more than that. .[00:32:59] Helping Minorities in CS[00:32:59] Cool. What are other groups, organizations, I know you, you're involved with, uh, you were involved with She Plus Plus Helping with the great name.[00:33:07] Yeah, I just[00:33:08] got it.[00:33:10] when you say it[00:33:10] out loud, didn't name Start in 2012. Long time ago. Yeah.[00:33:15] What are some of the organizations you wanna highlight? Anything that that comes to?[00:33:20] Yeah. Well, I mean, shva Plus is great. They work on kind of getting more underrepresented minorities in like high school, interested, kind of encoding, like I remember like organizing this when I was in college, like for high schoolers, inviting them to Stanford and just showing them Silicon Valley.[00:33:38] Mm-hmm. and the number of students who went from like, I don't know what I wanna do to, like, I am going to major or minor in c. Almost all of them, I think. I think like people are just not aware of the opportunities in, like, I didn't really know what a programmer was like. I remember in Texas, , like in a small town, like it's, it's not like one of the students I've mentored, their dad was a vc, so they knew that VC is a career path.[00:34:04] Uhhuh, . And it's like, I didn't even know, like I see like, like stuff like this, right? It's like just raising your a. Yeah. Or just exposure. Mm-hmm. , like people who, kids who grow up in Silicon Valley, I think like they're just in a different world and they see different things than people who are outside of Silicon Valley.[00:34:20] So, yeah, I think Chiles West does a great job of like really trying to like, Expose people who would never have had that opportunity. I think there's like also a couple of interesting programs at Berkeley that I'm somewhat involved in. Mm-hmm. , there's dare, which is like mentoring underrepresented students, like giving research opportunities and whatnot to them and Cs.[00:34:41] That's very interesting. And I'm involved with like a summer program that's like an r u also for underrepresented minorities who are undergrads. , find that that's cool and fun. I don't know. There aren't that many women in databases. So compared to all the people out there. ? Yeah.[00:35:00] My wife, she graduated and applied physics.[00:35:02] Mm-hmm. . And she had a similar, similar feeling when she was in, in school.[00:35:06] Lightning Round[00:35:06] All right. Let's jump into the lining ground. So your favorite AI product.[00:35:12] I really like. Stable diffusion, like managed offerings or whatever. I use them now to generate all of my figures for any talks that I give. I think it's incredible.[00:35:25] I'm able to do this or all of my like pictures, not like graphs or whatever, .[00:35:31] It'd be great if they could do that. Really looking[00:35:34] forward to it. But I, I love, like, I'll put things like bridging the gap between development and production or whatever. I'll do like a bridge between a sandbox and a city. Like, and it'll make it, yeah.[00:35:46] like, I think that's super cool. Yeah. Like you can be a little, I, I enjoy making talks a lot more because of , these like dream studio, I, I don't even know what they're called, what organization they're behind. I think that is from Stability. Stability,[00:35:58] okay. Yeah. But then there's, there's like Lexi there. We interviewed one that's focused on products that's Flare ai, the beauty of stable diffusion being open sources.[00:36:07] Yeah. There's 10[00:36:07] of these. Totally, totally. I'll just use whichever ones. I have credits on .[00:36:13] A lot of people focus on, like have different focuses, like Sure. Mid Journey will have an art style as a focus. Mm-hmm. and then some people have people as the focus for scenes. I, I feel like just raw, stable diffusion two probably is the[00:36:24] best.[00:36:24] Yeah. Yeah. But I don't do, I don't have images of people in my slides . Yeah, yeah. Yeah. That'd be a little bit weird.[00:36:31] So a year from now, what do you think people will be most surprised by in ai? What's on the horizon and about to come, but people don't realize. .[00:36:39] I don't know if this will be, this is related to the AI part of things or like an AI advancement, but I consistently think people underestimate the data management challenges.[00:36:50] Ooh. In putting these things in production. Uhhuh, . And I think people get frustrated that they really try, they see these like amazing prototypes, but they cannot for the life of them, figure out how to leverage them in their organization. And I think. That frustration will be collectively felt by people as it's like it's happened in the past, not for LLMs, but for other machine learning models.[00:37:15] I think people will turn to whatever it, it's just gonna be really hard, but we're gonna feel that collective frustration like next year is what I think.[00:37:22] And we talked a little bit before the show about data management platforms. Yeah. Do you have a spec for what that[00:37:27] is? The broad definition is a system that handles kind of execution.[00:37:33] or orchestration of different like data transformations, data related transformation in your pipeline. It's super broad. So like feature stores, part of it, monitoring is part of it. Like things that are not like your post request to open AI's, p i, , .[00:37:51] What's one AI thing you would pay for if someone built.[00:37:54] So whenever I do like web development or front end projects or like build dashboards, like often I want to manage my styles in a nice way.[00:38:02] Like I wanna generate a color palette, uhhuh, and I wanna manage it, and I wanna inject it throughout the application. And I also wanna be able to change it over time. Yeah. I don't know how to do this. Well, ? Yeah, in like large or E even like, I don't know, just like not even that large of projects. Like recently I was building my own like Jupyter Notebook cuz you can do it now.[00:38:23] I'm super excited by this. I think web assembly is like really changed a lot of stuff. So I was like building my own Jupyter Notebook just for fun. And I used some website to generate a color palette that I liked and then I was like, how do I. Inject this style like consist because I was learning next for the first time.[00:38:39] Yeah. And I was using next ui. Yeah. And then I was like, okay, like I could just use css but then like, is that the way to do it for this? Like co-pilot's not gonna tell me how to do this. There's too many options. Yeah. So just like, let me like just read my code and read and give me a color palette and allow me to change it over time and have this I opera.[00:38:58] With different frameworks, I would pay like $5 a month for this.[00:39:01] Yeah, yeah, yeah. It's, it's a, you know, the classic approach to this is have a design system and then maintain it. Yeah. I'm not designing Exactly. Do this. Yeah, yeah, yeah, yeah. This is where sort of the front end world eats its own tail because there's like, 10 different options.[00:39:15] They're all awesome. Yeah, you would know . I'm like, I have to apologize on behalf of all those people. Cuz like I, I know like all the individual solutions individually, but I also don't know what to recommend to you .[00:39:28] So like that's therein lies is the thing, right? Like, ai, solve this for me please. ,[00:39:35] what's one thing you want everyone to take away about?[00:39:39] I think it's really exciting to me in a time like this where we're getting to see like major technological advances like in front of our eyes. Maybe the last time that we saw something of this scale was probably like, I don't know, like I was young, but still like Google and YouTube and those. It's like they came out and it was like, wow, like the internet is so cool , and I think we're getting to see something like that again.[00:40:05] Yeah. Yeah. I think that's just so exciting. To be a part of it somehow, and maybe I'm like surrounded by a bunch of like people who are like, oh, like it's just a fad or it's just a phase. But I don't think so. Mm-hmm. , I think I'm like fairly grounded. So yeah. That's the one takeaway I have. It's, it's not a fad.[00:40:24] My grandma asked me about chat, g p t, she doesn't know what a database is, but she knows about chat. G p t I think that's really crazy. , what does she, what does she use it for? No, she just like saw a video about it. Ah, yeah. On like Instagram or not, she's not like on like something YouTube. She watches YouTube.[00:40:41] She's sorry. She saw like a video on ChatGPT and she was like, what do you think? Is it a fad? And I was like, oh my god. , she like watched after me with this and I was like, do you wanna try it out? She was like, what ? Yeah,[00:40:55] she should.[00:40:55] Yeah, I did. I did. I don't know if she did. So yeah, I sent it to her though.[00:40:59] Well[00:40:59] thank you so much for your time, Sreya. Where should people find you online? Twitter.[00:41:04] Twitter, I mean, email me if you wanna directly contact me. I close my dms cuz I got too many, like being online, exposing yourself to strangers gives you a lot of dms. . Yeah. Yeah. But yeah, you can contact me via email.[00:41:17] I'll respond if I can. Yeah, if there's something I could actually be helpful with, so, oh,[00:41:22] awesome.[00:41:23] Thank you. Yeah, thanks for, thanks for. Get full access to Latent Space at www.latent.space/subscribe

In this podcast episode, Dr. Michael Schmidt, Associate Professor at the University of Memphis discusses how he recruited participants, went through the IRB process and analyzed his grounded theory dissertation based focused on minority women survivors of intimate partner violence (IPV).

Interviewer info Lyssa Rome is a speech-language pathologist in the San Francisco Bay Area. She is on staff at the Aphasia Center of California, where she facilitates groups for people with aphasia and their care partners. She owns an LPAA-focused private practice and specializes in working with people with aphasia, dysarthria, and other neurogenic communication impairments. She has worked in acute hospital, skilled nursing, and continuum of care settings. Prior to becoming an SLP, Lyssa was a public radio journalist, editor, and podcast producer. In this episode, Lyssa Rome interviews Marie-Christine Hallé about her work on including significant others in aphasia rehabilitation, communication partner training, and knowledge translation.   Gap Areas This episode focuses on Gap Area #4, markedly insufficient training and education of family or carers regarding aphasia and communication strategies; and Gap Area #9, lack of services specifically for family members of people with aphasia across the continuum of care.   Guest info   Dr. Hallé is a lecturer at the University of Quebec at Trois-Rivières and the coordinator of SAPPA, a service for significant others of people with aphasia in Quebec Province, Canada. She completed a PhD in speech language pathology at University of Montreal, and a postdoctoral fellowship in knowledge translation at McGill University. Her work aims to support the inclusion of significant others in aphasia rehabilitation, as well as communication partner training. To promote the uptake of these best practices, she studies professional competency development among speech language pathology students with respect to evidence-based practice and counseling, as well as professional practice changes among clinicians. She is a recipient of the 2022 Tavistock Trust for Aphasia Distinguished Scholar Award.   Listener Take-aways In today's episode you will: Learn about changes in family relationships due to post-stroke aphasia. Understand how speech-language pathologists can support significant others of those with aphasia across the continuum of care. Identify barriers and facilitators to implementing communication partner training. Edited show notes Lyssa Rome Welcome to the Aphasia Access Aphasia Conversations Podcast. I'm Lyssa Rome. I'm a speech language pathologist on staff at the Aphasia Center of California, and I see clients with aphasia and other neurogenic communication impairments in my LPAA-focused private practice. I'm also a member of the Aphasia Access Podcast Working Group. Aphasia Access strives to provide members with information, inspiration, and ideas that support their aphasia care through a variety of educational materials and resources.   I'm today's host for an episode that will feature Dr. Marie-Christine Hallé, who was selected as a 2022 Tavistock Trust for Aphasia Distinguished Scholar, USA and Canada. In this episode, we'll be discussing Dr. Hallé's research on significant others' experiences of post-stroke aphasia, communication partner training, and knowledge translation.   Dr. Hallé is a lecturer at the University of Quebec at Trois-Rivières and the coordinator of SAPPA, a service for significant others of people with aphasia in Quebec Province, Canada. She completed a PhD in speech language pathology at University of Montreal, and a postdoctoral fellowship in knowledge translation at McGill University. Her work aims to support the inclusion of significant others in aphasia rehabilitation, as well as communication partner training. To promote the uptake of these best practices, she studies professional competency development among speech language pathology students with respect to evidence-based practice and counseling, as well as professional practice changes among clinicians. Marie-Christine Hallé, welcome to the Aphasia Access podcast. It's great to have you here.   Marie-Christine Hallé  Thank you.   Lyssa Rome  I wanted to start, as we often do, with asking you about whether you've had any “aha” moments—significant experiences that were critical in your development as a speech language pathologist?   Marie-Christine Hallé   Great question. In fact, I have an “aha” moment, which is also kind of an “uh-oh” moment—like the perception of a problem.   When I first began to work as a speech language pathologist in rehabilitation, I was very interested and motivated to work with people with aphasia and their significant others as well. I had completed my master's in speech language pathology, during which I had done a research project. I had read transcripts and analyzed interviews of significant others of people with aphasia. It raised my awareness regarding what significant others can go through—the challenges that they can have when communicating with the person with aphasia.   So I was really motivated to try to make a difference in their lives, to help them to better communicate with one another. But in my clinical practice, I had the feeling that I didn't actually succeed to go there. I was expecting to have these conversations regarding how to help them communicate with one another. But I was not seeing significant others that frequently. Or when I was seeing them, I sometimes had the feeling that the conversation I had with them was—not superficial—but I didn't get to the communication challenge I was expecting that I would get.   So this was kind of my “uh-oh” moment that motivated me to do a PhD. Because at this point, I was like, maybe we don't need to develop a new intervention, targeting significant others, maybe we need to better understand what is the experience of significant others? What are they what they are going through. And also to know about the experiences of speech language therapists as well. And if we better understand both experiences and how they fit with one another, maybe we can better try to actually help them and have the conversation I was expecting to have with them.   Lyssa Rome  That makes a lot of sense. I think a lot of us in clinical work find our ideals don't always match up with the reality. Right? And that specific, “uh-oh”/”aha” moment, brings us to the gap areas that we've been trying to highlight in the podcast. These are the gap areas that were identified in the State of Aphasia report by Nina Simmons-Mackie that was published in 2018. In our conversation in this episode, we're going to be focusing on two gap areas that you've identified here. The first one is Gap Area #4, which is markedly insufficient training and education of family or carers regarding aphasia and communication strategies. And the second is Gap Area #9: lack of services specifically for family members of people with aphasia across the continuum of care. So obviously, those areas are important to you and your work.   I wanted to continue by talking about how that “uh-oh” moment led you into some early papers, and early research that you did, looking at how aphasia changed relationships between people with aphasia and their care partners or significant others, and specifically, between mothers and daughters, where the mothers had post-stroke aphasia. So can you tell us a little bit about that research?   Marie-Christine Hallé Yes. This research was conducted with four adult daughters of mothers who had aphasia, and we try to look at their relationships. We have identified how adult daughters helped their mothers and the different types of behavior that they could have. We identified how the type of behavior the daughter had was related to how daughters perceived their mothers.   So daughters could perceive their mothers as vulnerable or as having difficulty. They could also perceive her as having abilities. And sometimes when the major was seeing the mother as someone with difficulty or someone vulnerable, daughters would help their mother in a protective manner by doing things. Not at their place, but on their behalf or doing things for them. Like calling to take some appointment with a doctor, or sometimes censoring themselves, like avoiding some conversation. Like a daughter is saying that she had marital issue and she didn't want to worry her mother. So she would avoid having this discussion with her mother.   And the opposite, when daughters perceived more their mothers as having abilities, they would adopt trusting behavior. So encouraging their mothers to do things on their own, even if they may have some difficulty. So a daughter saying that she went to the bank with her mother, but she let her mother go and meet with a bank teller. Even if she saw her mom having some difficulties, finding her words, she let her mother try by herself. Or whenever they were using some communication strategies, recognizing that the mother had something to say. They were recognizing their competency. So that was a way of trusting her.   So we we kind of saw different type of relational scenarios, sometimes the mother could react by being satisfied, or sometimes being dissatisfied by the daughter's reaction. But we also identified how aphasia seem to complexify the adjustment to the relationship, because sometimes daughters seemed to avoid communication to solve their problem.   I have an example in mind of a daughter, who in the first place, kind of trusted her mother. She was living with her. She trusted her mother by going by herself to run some errands. So she left her mother alone in her house. So the daughter could go by herself go run some errands. But when she came back, she saw her mother was worried or crying. So she told herself—the daughter, she didn't speak about it with her mom, but she told herself, “I left my mother home, when I came back, she felt worried, I shouldn't do that again. Next time, I need to go to the grocery I'll wait for my mom to be somewhere else at an appointment. So I won't leave her alone.” So instead of having an open discussion with the mother, asking, “What was going on? Are you worried? What could we do next time?”, she decided by herself not to solve this problem through communication. So it shows how aphasia can make this adjustment more complex, because you need to adjust to life with post-stroke aphasia, you may need to take some new roles and responsibilities, but because of aphasia, you may kind of avoid the use of communication to actually solve this problem.   Lyssa Rome It sounds like some of those trusting behaviors really had to do with recognizing the underlying competency of the person with aphasia, these mothers with aphasia, and maybe also their abilities. I'm wondering how, recognizing that and sort of seeing these different kinds of perceptions that the daughters had about their mothers and the mothers had about their daughters and their level of satisfaction or dissatisfaction—how did that influence your own focus in your work on how speech language pathologists involve significant others in aphasia care?   Marie-Christine Hallé I think it had the influence about how important it can be for us as speech language pathologists to involve significant others to better communicate with the person with aphasia, but to help them reveal and recognize their competency through communication. So this was kind of the the influence it had. How we can see that through communication, or that the competency that you can reveal through communication could then have influence on the relationship and domains other than communication.   It can even lead to a virtuous cycle, where you communicate with one another, you see the other's competency during communication, but that can also foster some trusting behavior that can contribute to the person's autonomy. And at the same time as a caregiver, potentially, eventually less sense of burden, because the person can do things on her own. And the more the person does things on her own, the more you can see her as competent, as having abilities. That can nourish those trusting behaviors. So it's how we can connect what happens in communication, and what happens in the relationship outside communication as well.   Lyssa Rome  That makes a lot of sense to me. And I think that speaks to how central communication is for and how being successful in communication can have really broad impacts in the rest of someone's life and in their relationships and their sense of self as well. You've written about these experiences that significant others have of aphasia, and how that relates to their relationship with the person with aphasia in their life, and also their relationships with rehabilitation services. And I'm curious about if you could say a little bit more about what you've learned in those areas as you continue to study significant others and their experiences of aphasia?   Marie-Christine Hallé Yeah, so by studying their experience of rehabilitation, what I learned is how significant others, when they get to rehabilitation after acute care, they get there in a state of being centered on the person with aphasia. So following the hospital, they may have feared to lose the person. They were there day in, day out at the hospital to take care of her, sometimes to speak on their behalf, making sure she receives good services. And then when they arrive in rehabilitation, they are in this state of being focused on the person with aphasia. So when they meet with health professionals, when they talk with health professionals, they talk about the person with aphasia. At the same time, health professionals respond by also being focused on the person with aphasia. So this kind of put significant others in the state of seeing rehabilitation as being about the person with aphasia, not necessarily about themselves. So this even influences their expectation of rehabilitation. If, for them, rehabilitation is about the person with aphasia, they will be satisfied by rehabilitation services as long as it fulfills their needs related to their caregiver role.   But what was really a revelation for me was also that what it can involve is that a significant other could speak of rehabilitation in really positive terms, saying, “Oh, that was a five star rehabilitation.” So they are very satisfied. But at the same time, they could also talk about struggling in their everyday life, needing some respite or having some challenges, maybe communicating with one another. So this is something else that I learned—how there was this possible coexistence between being satisfied with the services, but at the same time, going through some difficult stuff, and all that, because the rehabilitation was associated with the person with aphasia.   Lyssa Rome  Right, so they're not expecting or maybe even getting the message early on that aphasia rehabilitation is about more than just the person with aphasia, and that they also could benefit from, say, speech language pathology services, is that is that right? Is that getting it?   Marie-Christine Hallé Yeah, absolutely.   Lyssa Rome Where does that bring us in terms of what clinicians should know about how we can perhaps do a better job of bringing significant others in—I don't know, earlier on or in more meaningful ways—so that they feel part of the rehabilitation process.   Marie-Christine Hallé    So I feel there's something about the message we tell them. Yes, they can be centered or focused on the person with aphasia, but we have to think about what is the message we tell them, as well. So should we maybe be more explicit in telling them that aphasia is a family thing? That aphasia, yes, it happens to one person, but it affects all people surrounding the person. To let them know that the rehabilitation process can be about them as well. So I think there's something about these kinds of messages we tell them.   We also found that sometimes it could not be comfortable for them to think about them or sometimes some of their needs could be more kind of implicit at certain points, like their need to have a better relationship or better communication with the person maybe more implicit. So those more implicit needs, maybe we can more explicitly bring them or introduce them to significant others, so that they can feel that it's legitimate to feel the those kinds of things.   We can open discussion by saying we know how for some people communication can be sometimes difficult. Or sometimes you can understand one another but sometimes the topics you have in conversation are not the same topics as before. Or sometimes you can feel frustration we've heard this from other significant others. What about you? So to make it to make it okay to feel this or to help them maybe identify those needs that may be more implicit at certain points. So to open the discussion, make it okay, tell them like very clearly that it can be about them, that we can be here for them as a family unit.   Lyssa Rome    What you're saying rings so true to me, and the importance of letting significant others know that their experience of aphasia is also important and also worth addressing. You also then studied, I think, maybe more generally, but maybe you can tell us more about what else significant others need from the rehabilitation process?   Marie-Christine Hallé  Well, by studying their experience of rehabilitation, and understanding that they were focused or centered on the person with aphasia, it helped to identify a variety of needs that significant others can have. Something that can be helpful is how we can associate significant others' different needs in relation to the different roles that they can have.   So when I said that significant others associate rehabilitation with the person with aphasia, or maybe themselves as caregivers, so there have they have needs as caregivers—the need to have information, the need to have tools to help the person with aphasia, the need to have hope that things are going to be okay, or the need to be part of the rehabilitation team, the need to feel that they are considered as a partner in this rehabilitation experience. Those can be some things we have identified related to the caregiver role.   But they also have other needs. Like I said earlier, when I talked about communication, so they can have the need to have a better communication with the person with aphasia, the need to have a better relationship with the person with aphasia, and this is more related to themselves being, well,l significant others or are people with an affective link with someone with aphasia. So, spouse, daughter, friend, and in their kind of role, they have their communication needs and needs to have better relationships. And when we think of significant others as patients themselves, we also identify that they have the need for support, the need to be supported, and the need for respite. So we can see this variety of needs.   Some of these were previously documented before my work. But this understanding of the rehabilitation process kind of helped to classify significant others with their roles. When you think of an iceberg, some needs are kind of outside of the water, or the obvious one that you see, those related to their caregiver role. And some other needs during their rehabilitation process, maybe when I say implicit, those that are hiding. Because they don't talk about those needs, or because they are still not clear to them to formulate them as needs so that they can ask for help.   Lyssa Rome  Can you say a little bit more about what some of those under the surface needs were that you were able to identify in these qualitative studies that you were doing?   Marie-Christine Hallé Yes. So I remember a spouse, when she was talking about communication, she didn't say clearly or explicitly, “I want to have better communication with my husband.” But she said, “evenings,” I don't know how to say not “evenings are long, but that are less busy as before, like, not boring, but like the time is different now that their the way we spend our time together is different because we don't talk much to one another.” So this is also what I mean by implicit—it's that there was this feeling of discomfort regarding communication, but it's not necessarily formulated as, “I want to better communicate.” More at this point, it can be kind of a discomfort.   Lyssa Rome  Yeah, and it sounds like also maybe a sense of loss, right? We used to have this evening that was full of conversation, and now we don't have that anymore. Thinking about those needs both the explicit ones and the implicit needs, what role does communication partner training play in how we as speech language pathologists can support the significant others of people with aphasia?   Marie-Christine Hallé  I think it's by helping them to keep on using communication to maintain their relationship. You spoke earlier about the idea of loss—so, that the loss of the way communication used to be or the way the relationship was before. So to keep on communicating with one another, and to use communication to solve problems. Like when I spoke earlier of how aphasia can make it more difficult to adjust to life with aphasia. So, if we train communication partners to use different strategies to keep on communicating with one another, to find still enjoyable time to communicate, they can use communication more frequently for the pleasure of communicating, and also for the use of solving some problems they can have in relation to the new role and responsibilities they can have. To help them to keep on having frank and honest communication, like authentic communication. When they keep on talking about what they used to talk about, even if sometimes some subjects may be more complex. But how can we still get to some authentic, significant topics that they would like to talk about. Even perhaps, how it can help to have more balanced relationships. So because we talked about the needs significant others can have as caregivers, but they are not only caregivers. So if they don't want to feel only as caregivers—and the same thing for the person with aphasia, if the person with aphasia wants to feel that person as still a spouse, still a daughter, can the communication have something authentic, that still feels like their previous relationship? So not just as someone helping someone else. That's what I mean about this idea of a more balanced relationship.   Lyssa Rome  And I think that that really underlines the importance of communication partner training to the Life Participation Approach, right? Because if communication partner training is allowing people to fulfill other roles, other than just being a care partner, but also still being a spouse, still being a daughter, or a sibling, or in some other role—the original role—with his change of aphasia, then in order to support that, we as speech pathologists need to be able to really help people learn better communication strategies.   Marie-Christine Hallé    Yes, and when you were speaking, I was also thinking about, as you said, the these other roles they can have. You know, earlier I've talked about their need for respite, the need to be supported, and how we can even help them to have support from the person with aphasia. In this idea of balanced and authentic communication and relationship, it can be interdependent, right? So the spouse or significant other can help the person with aphasia, but if they want to stilll have the relationship they used to have when you can communicate and have the person with aphasia still play a role of support, that can also be a way to fulfill their needs. But yes, to make this connection with this Life Participation Approach, where both members of the dyad can play their the different roles that they can play in their social life.   Lyssa Rome    Yeah. Given the importance of that, it seems like that leads very clearly into some of your other work that involves looking at how speech language pathologists include significant others and how SLPs think about their work involving significant others. You did some really interesting research on that question. One of the things that really stood out to me in your paper was this idea that SLPs thought about working with significant others, as—and this is a quote from the paper—“a challenging bonus to the fundamental patient-centered approach.” Can you explain a little bit more about that?   Marie-Christine Hallé  Yes. So this idea of the “challenging bonus” is while analyzing the data and the interviews, there was this dimension of bonus, like of a positive addition. When speech language pathologists were speaking of their work with significant others, they saw this as a positive addition to their fundamental approach. They were explaining that their focus was on the person with aphasia. That was the focus of their work. That was the focus of their intervention. And if they could meet with significant others, then that was like the cherry on top. The basis was working with the patient with aphasia. And the positive addition was, “Oh, well, if I can meet with the significant other, then it's even better than they can provide me some valuable information about the person with aphasia, then I can better adapt or tailor some intervention to the person with aphasia because I have more information from the significant other about the person with aphasia.”   So this is the expression challenging bonus, it's how I identify the bonus part in the interviews. And this idea of a challenge is that even if this was seen as something positive, it was also seen as something challenging because speech language pathologist said that they sometimes had a hard time to actually meet significant others, to have access to significant others. So this idea of a challenge is this idea that they didn't meet with them frequently. And also, the idea of a challenge is that they were also careful about not overburdening significant others or not causing stress to the significant others, perhaps recognizing the vulnerability that significant others can have as well. So this also contributed to this idea of that positive addition, that is still challenging to to make happen, or that you have to be careful also, when when meeting with significant others.   Lyssa Rome    It sounds like there are some barriers to involving the significant others. And you sort of touched on those briefly—the idea that it's hard to access significant others sometimes. And also then some barriers having to do more with attitudes, like I don't want to overburden this person who's already feeling perhaps burdened. Can you talk a little bit more about some of the barriers and facilitators that you found when talking with SLPs, or when interviewing SLPs for your research? About sort of, what about the barriers and facilitators and about what they consider an ideal kind of practice in this area?   Marie-Christine Hallé   Yeah. In fact, even though it was hard sometimes for them to meet with families, when I asked SLPs the question, what would your ideal practice look like? Let's dream there are no barriers, what would you do? So this, there was this idea that, in an ideal world, they would meet with significant others, probably in their house. Like, to go in with significant others and people with aphasia, to go in their house to support them in a really natural and authentic kind of environment to have conversations. So when they dreamt, that's when what their practice looked like.   Even though the goal of this research project, at this point, was not to focus on or to study barriers and facilitators, because we didn't know what we would find. When I was doing this study, I wanted to know what was speech language pathologists' experience, but I could still infer some barriers and facilitators. So when I said that SLPs said they had a hard time to meet with significant others, I think there was perhaps this idea of the timing that was maybe difficult.   What was fascinating is that speech therapists working in inpatient rehabilitation were saying that they didn't see significant others that often, because they were probably busy with other therapies, or they were still overwhelmed maybe by what was going on. On the other hand, you had speech language pathologists working in outpatient rehabilitation saying, “Well, now that some time has passed, significant others need some respite. So we don't see them that much anymore.”   So in terms of more specific barriers, there was this idea of the timing. Also, something related to the experience of speech language pathologists—and it's also related to the fact that they didn't see them that often. They didn't see them often, so didn't didn't have that much experience working with them. And some of them said, “I first want to be comfortable working with the person with aphasia, and then when I'll get more comfortable working with the person with aphasia, I can work with significant others as well.” But at the same time, they didn't see them that often.   Also, the impression that speech language pathologists were not necessarily allowed to go and meet patients in their house, it was not part of their the policies, or the institutional rules, where they worked. So this was a barrier also. And the way that speech language pathologist could perceive communication partner training, they say, so sometimes, “If the significant other or the person with aphasia, if they are focused on recovery, or if they are at the beginning of their grieving process, I cannot necessarily introduce them to communication partner training.” Or some SLPs would say, “I don't want to… I can do communication partner training, but as long as I don't add more stress to the dyad.” So there was this idea of a need to have different conditions there. But these conditions are not often altogether present.   Lyssa Rome It points to kind of gap, I think, between what we know about the value of communication partner training, and then how SLPs are actually able to practice. And I think that you have been working on ways to bridge that gap. And your work on knowledge translation and implementation has sort of led in that direction, it seems to me. Can you say a little bit more about that?   Marie-Christine Hallé   Yeah. So once I had completed my PhD and had this indication of a gap, as I said, that was not the intent, it was more like an exploratory study, but it pointed to a gap, to some indication of a barrier. So afterwards, I went and studied more, I would say, intentionally, the current practices regarding communication partner training.   I have conducted a study that is not published yet. But in the province of Quebec, I have studied using surveys and medical chart reviews. What were the current practices of speech language pathologists regarding communication partner training? And this kind of confirmed this idea of a gap. Because it was a minority of speech language pathologists that would use that very often with people with aphasia. And then what I did was also to explore, intentionally, those barriers and facilitators to use communication partner training by asking speech language pathologists what are those barriers using a framework, using a theoretical framework—the theoretical domains framework—that is constituted of domains that are recognized as influential in one's behavior, like a professional practice. So we know that our professional practice can be influenced by our knowledge, our skills, our environment, the influence of people around us, the beliefs about our own capabilities. So these are some of the domains. So we've asked questions to speech language pathologists regarding those domains.   The idea is if we can identify and kind of classify those barriers in terms of domains, then we can identify and develop knowledge translation strategies that will aim to overcome those specific types of barriers. Because the better you know what is the essence of the problem, what is the essence of the barrier, then you can better adjust.   Lyssa Rome I wonder when when we're able to overcome some of those barriers that you've identified, and translate the knowledge, what will our treatment look like?   Marie-Christine Hallé   Good question. And, well, if I respond, like in a simplistic manner, since there is a gap, I think that what we would aim for, or what we would expect our practice to look like is to have more frequent use of communication partner training. Or maybe a more… not a systematic offer, because you want to adapt the intervention to the dyad or the people you have in front of you, but still maybe offering it more often, discussing this more often. But I think that once we overcome these barriers, our practice could be different—and not only our practice, as speech language pathologists, but also I think, our practice as a whole team, because we are influenced by our colleagues as well, right?   So I think what the practice may look like, across the continuum of care, is we may have some different messages or discourse, like we've talked about earlier. Like from day one or early on following the stroke, in acute care, we may, as a team—as speech language pathologist, neurologist, nurse, physical therapist—give people the message that what happened to them is a family thing. So if early on, give people the message that they they have the right to be involved, they have the right for some needs to be fulfilled, then this may improve their level of readiness when we introduce this idea of communication partner training,   I also think that what our practice as a team may look like is to make sure that everyone from the interprofessional team is trained and uses communication strategies. So from day one, from acute care, people with aphasia and families will see people using communication strategies. It will not be an SLP thing. So if we want to kind of improve the buy-in or the acceptance regarding the use of communication strategies, if more people use it, it can contribute to this idea that it's acceptable and it's feasible. Because if not, you may think that it's an SLP thing. The SLP is the person able to do it, she will or he will become our translator. But if everyone uses it, then it can even give the message that I'm able to do it. And it can even be kind of empowering. So I think our practice can be different in that manner, as well.   And I think that our practice as speech language pathologists can also be different in the way we introduce what is communication partner training, like developing kind of an argument about how we present this, and how we react when people tell us that they are not interested. The idea is not… we don't want to force people, you know, to receive communication partner training. But if they tell us that they are not interested, that they are focused on recovery, do we just say, “Oh, okay, no, you're not ready.” Or should we have an open discussion, asking them, “What do you fear about communication partner training? How do you understand it? What do you think will happen if we use this training?” So we have access to some of their beliefs that they may be afraid that if we use some communication strategies, that the language will not get better. So if we have access to their belief, we can kind in a more adapted manner respond to this and potentially negotiate with them in a collaborative manner, but to help them take an informed decision about the care. So this is, I think, what the practice could look like.   Lyssa Rome  Yeah, the idea of everyone from the neurologists and the nurses and the whole rehab team using communication partner training is such a dream, I think, for all of us in the field. And I can see how if we had that, that kind of modeling, from very early on, it sort of normalizes using strategies in a way that I think would really change things. So, to wrap up, I'm curious, what would you leave SLPs, the clinicians listening to this? How should we be thinking about including significant others in our work?   Marie-Christine Hallé   I think we should see inclusion of significant others as a necessity, as opposed to a bonus. To feel that this is the basis of our work. To see that our patient is the family unit. I really liked this analogy of a family system as a mobile—you know, that you put above a baby's crib? And the analogy is not from me, it's from people when I was trained in using family centered care. But you know, if you take a look at the mobile, and that is constituted of different pieces, and if wind blows on one piece of the mobile, the rest of the mobile, the other pieces, will move as well. If you pull or push one piece, the rest will move as well. And the other pieces that will move will influence, again, the other pieces. So you know, the pieces are related. They influence one another. And this is what families are. So if we see them as interrelated, interconnected, and as the whole unit being our patient, I think that can be a way to change our practice.   Lyssa Rome  What a great image. Thank you so much for talking with us, Dr. Marie-Christine Hallé. I really appreciate it.   Marie-Christine Hallé    Thank you so much to you too. It was a pleasure to talk with you.   Lyssa Rome And thanks also to our listeners. For the references and resources mentioned in today's show, please see our show notes. They're available on our website, www.aphasiaaccess.org. There, you can also become a member of our organization, browse our growing library of materials, and find out about the Aphasia Access Academy. If you have an idea for a future podcast episode, email us at info@aphasiaaccess.org. Thanks again for your ongoing support of Aphasia Access. For Aphasia Access Conversations, I'm Lyssa Rome.       References and Resources SAPPA https://aphasie.ca/en/projet-sappa/   24 hour virtual Teach-In Marie-Christine Halle, 24-Hour Virtual Teach-In   Google Scholar https://scholar.google.com/citations?user=ybWvcBIAAAAJ&hl=fr&oi=ao   Selected References Shrubsole, K., Power, E., & Hallé, M. C. (2022). Communication partner training with familiar partners of people with aphasia: A systematic review and synthesis of barriers and facilitators to implementation. International Journal of Language & Communication Disorders.https://doi.org/10.1111/1460-6984.12805   Hallé, M. C., Le Dorze, G., & Mingant, A. (2014). Speech–language therapists' process of including significant others in aphasia rehabilitation. International journal of language & communication disorders, 49(6), 748-760. https://doi.org/10.1111/1460-6984.12108   Hallé, M. C., & Le Dorze, G. (2014). Understanding significant others' experience of aphasia and rehabilitation following stroke. Disability and Rehabilitation, 36(21), 1774-1782. https://doi.org/10.3109/09638288.2013.870608   Hallé, M. C., & Le Dorze, G. (2013). A Grounded Theory of Caregiving Based on the Experience of the Daughter of a Woman with Aphasia. In Ball, M.J., Müller, N., & Nelson, R.L. (Eds.). Handbook of Qualitative Research in Communication Disorders (p. 271-282). Psychology Press. https://doi.org/10.4324/9780203798874   Hallé, M. C., Duhamel, F., & Le Dorze, G. (2011). The daughter–mother relationship in the presence of aphasia: How daughters view changes over the first year poststroke. Qualitative health research, 21(4), 549-562. https://doi.org/10.1177/1049732310391274

In this very exciting interview today Mark stamped his passport in his #1 destination, Amsterdam. On today's podcast, we brought in author, Lisette Schuitemaker. Born in the Netherlands, Lisette is the eldest of four children which is the subject of her 2016 book The Eldest Daughter Effect. She also wrote in 2017 The Childhood Conclusions Fix and Childless Living (2019). In this episode, Mark and Lisette discussed Lisette's inspirations and conclusions for creating her books, writing non-fiction, and the inside tellings on her new book she's working on, The Inner Life of Money. In the first part of our interview, Mark asks about “alleviating loneliness and how we feel we are the only ones”. Lisette mentions attending the Barbara Brand School of Healing where she learned about the insightful theory of psychiatrist William Reich. She breaks down his 5 conclusions that people come out of childhood with. I should of not been born, I am differentWe are not good enoughBeing ashamed of ourselves We should be in controlWe should be perfect Her insightful feedback around these childhood issues coming from the eldest child is that even though we think we are not good enough, we end up trying harder and we wanna do better. She says that kind of makes it the “positive side of it”. And in turn, the negative side of it can be self-destructive and you end up starting over and over again.Observing patterns in firstborns like Hillary Clinton, Oprah Winfrey, Cheryl Sandberg, JK Rowling, Beyonce, and many many more that her main key takeaway was “responsibility”. She says alleviating loneliness, is also a “kind of freeing ourselves up to be our true selves and not be at a mercy of patterns that we learned in our childhood”.Lisette's “Hero's Journey” in creating Non-fiction “You have to know a lot about your material, and at the same time, you have to have some distance from it so that you can kind of be a bit more abstract in a way, whereas you're still factual.” The book that's always on her table is The Grounded Theory and it says, “look at your data, keep looking at your data, because at some point, a pattern will emerge.”She describes writing as:It isn't always writingIt's also reading, Writing is also despairing. Writing is going back to notes, and then going back to previous versions. “I think my imagination is not as large as my curiosity and my wanting to know how things are and my kind of empathy for people in certain situations. And then that's what I write about.”Lisette is currently working on a new book, The Inner Life of Money. She talks about currently co-writing on the topic of money and how she shares her ideas back and forth with her partner. Listen towards the end as she discusses her new book and to learn more about Lisette and her books go to her website at lisetteschuitemaker.com/en/You can also find her on Linkedin, Facebook, and Instagram. Copyright 2022 Mark

The Methods Matter Podcast - from Dementia Researcher & the National Centre for Research Methods. A podcast for people who don't know much about methods...those who do, and those who just want to find news and clever ways to use them in their research. In this second series Clinical Research Fellow, Dr Donncha Mullin from The University of Edinburgh brings together leading experts in research methodology, and the dementia researchers that use them, to provide a fun introduction to five qualitive research methods in a safe space where there are no such things as dumb questions! Episode Two – Grounded Theory In expert corner - Dr Kahryn Hughes, from University of Leeds. Director of the Timescapes Archive, Editor in Chief of Sociological Research Online, Convenor of the MA Qualitative Research Methods and a Senior Fellow for the NCRM. In researcher ranch – Nisha Dhanda, Audiologist, Teaching Fellow, and PhD Candidate from Aston University. Nisha has always had an interest in the way people communicate and how this is affected with unmanaged hearing loss and associated comorbidities like cognitive impairment and dementia, an interest that has inspired her teaching and her PhD. Further reading referenced in the show: Barney G Glaser / Anselm L Strauss Book - https://bit.ly/3BhznQ3 Anselm L Strauss / Juliet Corbin Book - https://www.socresonline.org.uk/4/2/strauss.html Kathy Charmaz career and books - https://en.wikipedia.org/wiki/Kathy_Charmaz Discussion with Kathy Charmaz - https://www.youtube.com/watch?v=D5AHmHQS6WQ Virginia Braun and Victoria Clark website - https://www.thematicanalysis.net -- Read more about our guests and listen to more great podcasts at: https://www.dementiaresearcher.nihr.ac.uk The National Centre for Research Methods (NCRM) provides a service to learners, trainers and partner organisations in the research methods community - methodological training and resources on core and advanced quantitative, qualitive, digital, creative, visual, mixed and multimodal methods. https://www.ncrm.ac.uk -- This podcast is brought to you in association with Alzheimer's Research UK and Alzheimer's Society, who we thank for their ongoing support.

Therapy for Executives and Emerging Leaders Curt and Katie chat about how therapists can support leaders. We look at optimal leadership, leadership identity development, barriers for emerging leaders, challenges that executives face, and how therapists can support these leaders. We explore specific interventions and career assessment questions. This is a continuing education podcourse. Transcripts for this episode will be available at mtsgpodcast.com! In this podcast episode we explore how therapists can help leaders During times of turmoil - like a global pandemic, an unstable economy, and social unrest - we want to be able to rely on our leaders to help us weather the storm. We look to our employers, our legislators, and our community leaders to solve problems and remain calm. But who supports our leaders? It's important for therapists to understand leadership and the unique challenges that leaders face, so they can help. Further, therapists must be available to provide support to emerging leaders who are coming from much more diverse backgrounds and perspectives who may need help navigating a system that doesn't always accept them or align with their lived experiences. We talk about leader identity development and how leaders develop over time. We look at common barriers and challenges for leaders at all stages of development as well as suggested interventions to address these needs. What do therapists get wrong when working with leaders? “We may be hindering folks that we don't see as leaders based on what we know about them: either their identity and the kind of the societal bias, or based on what we know about how much they're struggling. And so, we won't be able to help these folks move into these positions of leadership and help them elevate themselves in that way.” – Katie Vernoy, LMFT Therapists don't include career assessments and leadership assessment Understanding the interrelation between work and mental health Bias related to stereotypical leaders and not seeing leadership where it shows up outside of able-bodied, tall, white men The calm, peaceful, work-life balance versus optimal performance and ambition Cosigning on poor work behavior and overwork What is good leadership? Leadership can be taught and can be beneficial for every client Concepts of leadership as a process and a position Interdependent, collaborative Servant Leadership Transformational Leadership What does leadership identity development look like? The 6 stages of the model created by Komives, et al. Moving from identifying leaders, understanding positional leadership, then moving to more of a process and interdependent relationship How leadership identity development impacts adult clients What impacts emerging leaders? Identities, especially marginalized identities Relationships with authority figures Resources, privilege within typical leadership development opportunities during childhood and early adulthood Relational trauma, boundaries, communication Marginalized identities and stereotypes with no sure-fire way to perform acceptably Lack of safety and empowerment Career and Leadership Assessment “Oftentimes, these stereotypes [related to marginalized identities] can really hit someone, and that can get in the way of them being able to be a good leader. First off, because they're not given the positions. But it's also something where they're navigating these stereotypes and having to twist themselves into pretzels, in order to fit in that little tiny line that is between ‘too much' and ‘too little'.” – Katie Vernoy, LMFT Career trajectory Leadership identity development stage Current employment Work/life balance Role of work in client's life and within family system Therapists Working with Leaders Life experience that therapists can draw upon Identifying what you don't know Understand your own work trauma and leadership development The CHAT Model (or Katie's model: clarify, imagine, simplify, act) Our Generous Sponsors for this episode of the Modern Therapist's Survival Guide: Thrizer Thrizer is a new modern billing platform for therapists that was built on the belief that therapy should be accessible AND clinicians should earn what they are worth. Their platform automatically gets clients reimbursed by their insurance after every session. Just by billing your clients through Thrizer, you can potentially save them hundreds every month, with no extra work on your end. Every time you bill a client through Thrizer, an insurance claim is automatically generated and sent directly to the client's insurance. From there, Thrizer provides concierge support to ensure clients get their reimbursement quickly, directly into their bank account. By eliminating reimbursement by check, confusion around benefits, and obscurity with reimbursement status, they allow your clients to focus on what actually matters rather than worrying about their money. It is very quick to get set up and it works great in completement with EHR systems. Their team is super helpful and responsive, and the founder is actually a long-time therapy client who grew frustrated with his reimbursement times The best part is you don't need to give up your rate. They charge a standard 3% payment processing fee! Thrizer lets you become more accessible while remaining in complete control of your practice. A better experience for your clients during therapy means higher retention. Money won't be the reason they quit on therapy. Sign up using bit.ly/moderntherapists if you want to test Thrizer completely risk free! Sign up for Thrizer with code 'moderntherapists' for 1 month of no credit card fees or payment processing fees! That's right - you will get one month of no payment processing fees, meaning you earn 100% of your cash rate during that time. Simplified SEO Consulting Simplified SEO Consulting is completely focused on helping mental health professionals get their websites to show up on Google. They offer trainings and small group intensives to teach you how to optimize your own website. Their next small group intensive is open for enrollment now and starts in August. Take the first step to reaching more ideal clients with their next Small Group SEO Intensive. You don't have to be tech savvy to learn SEO! These days, most people go to Google when they're looking for a therapist and when they start searching, you want to make sure they find you! Simplified SEO Consulting walks you step by step through the process of optimizing your website with their Small Group SEO Intensives. Led by Danica Wolf, a seasoned SEO instructor with an MSW and strong understanding of the mental health world, you learn what content you need to add to your website and how to optimize it with your ideal client in mind. Then watch your online rankings climb! Next one is enrolling now and begins in August, 2022! Visit simplifiedseoconsulting.com/seo-mastermind to learn more and register.   Receive Continuing Education for this Episode of the Modern Therapist's Survival Guide Hey modern therapists, we're so excited to offer the opportunity for 1 unit of continuing education for this podcast episode – Therapy Reimagined is bringing you the Modern Therapist Learning Community!  Once you've listened to this episode, to get CE credit you just need to go to moderntherapistcommunity.com/podcourse, register for your free profile, purchase this course, pass the post-test, and complete the evaluation! Once that's all completed - you'll get a CE certificate in your profile or you can download it for your records. For our current list of CE approvals, check out moderntherapistcommunity.com. You can find this full course (including handouts and resources) here: https://moderntherapistcommunity.com/podcourse/ Continuing Education Approvals: When we are airing this podcast episode, we have the following CE approval. Please check back as we add other approval bodies: Continuing Education Information CAMFT CEPA: Therapy Reimagined is approved by the California Association of Marriage and Family Therapists to sponsor continuing education for LMFTs, LPCCs, LCSWs, and LEPs (CAMFT CEPA provider #132270). Therapy Reimagined maintains responsibility for this program and its content. Courses meet the qualifications for the listed hours of continuing education credit for LMFTs, LCSWs, LPCCs, and/or LEPs as required by the California Board of Behavioral Sciences. We are working on additional provider approvals, but solely are able to provide CAMFT CEs at this time. Please check with your licensing body to ensure that they will accept this as an equivalent learning credit. Resources for Modern Therapists mentioned in this Podcast Episode: We've pulled together resources mentioned in this episode and put together some handy-dandy links. Please note that some of the links below may be affiliate links, so if you purchase after clicking below, we may get a little bit of cash in our pockets. We thank you in advance! Katie's Leadership and Management Books Worth Reading on Pinterest   References mentioned in this continuing education podcast: Ben-Noam, S. (2018). Cracking the Intrapsychic “Glass Ceiling” for Women in Leadership: Therapeutic Interventions. Psychoanalytic Inquiry, 38(4), 299–311. https://doi.org/10.1080/07351690.2018.1444856 Chang, Ting-Han. ”A Critical Study of How College Student Leaders of Color Conceptualize Social Justice Leadership.” Indiana University ProQuest Dissertations Publishing,  2022. 28964612. Chen, C. P., & Hong, J. W. L. (2020). The Career Human Agency Theory. Journal of Counseling & Development, 98(2), 193–199. https://doi.org/10.1002/jcad.12313 Cullen, Maureen E., "Understanding Women's Experience in Undergraduate Leadership Development Through a Transformative and Intersectional Lens" (2022). Graduate Theses and Dissertations. 102. https://pilotscholars.up.edu/etd/102 Komives, S. R., Longerbeam, S. D., Owen, J. E., Mainella, F. C., & Osteen, L. (2006). A Leadership Identity Development Model: Applications from a Grounded Theory. Journal of College Student Development, 47(4), 401–418. https://doi.org/10.1353/csd.2006.0048 Murphy, S. E., & Johnson, S. K. (2011). The benefits of a long-lens approach to leader development: Understanding the seeds of leadership. Leadership Quarterly, 22(3), 459–470. https://doi.org/10.1016/j.leaqua.2011.04.004 Oldridge, K. (2019). A grounded theory study exploring the contribution of coaching to rebalancing organisational power for female leaders. Coaching Psychologist, 15(1), 11–23. Tang, M., Montgomery, M. L. T., Collins, B., & Jenkins, K. (2021). Integrating Career and Mental Health Counseling: Necessity and Strategies. Journal of Employment Counseling, 58(1), 23–35. https://doi.org/10.1002/joec.12155 Wallace, D. M., Torres, E.M., & Zaccaro, S. J. (2021). Just what do we think we are doing? Learning outcomes of leader and leadership development. The Leadership Quarterly, 32(5). https://doi.org/10.1016/j.leaqua.2020.101494. *The full reference list can be found in the course on our learning platform.   Relevant Episodes of MTSG Podcast: What to Know When Providing Therapy for Elite Athletes Millennials as Therapists Financial Therapy   Who we are: Curt Widhalm, LMFT Curt Widhalm is in private practice in the Los Angeles area. He is the cofounder of the Therapy Reimagined conference, an Adjunct Professor at Pepperdine University and CSUN, a former Subject Matter Expert for the California Board of Behavioral Sciences, former CFO of the California Association of Marriage and Family Therapists, and a loving husband and father. He is 1/2 great person, 1/2 provocateur, and 1/2 geek, in that order. He dabbles in the dark art of making "dad jokes" and usually has a half-empty cup of coffee somewhere nearby. Learn more at: www.curtwidhalm.com Katie Vernoy, LMFT Katie Vernoy is a Licensed Marriage and Family Therapist, coach, and consultant supporting leaders, visionaries, executives, and helping professionals to create sustainable careers. Katie, with Curt, has developed workshops and a conference, Therapy Reimagined, to support therapists navigating through the modern challenges of this profession. Katie is also a former President of the California Association of Marriage and Family Therapists. In her spare time, Katie is secretly siphoning off Curt's youthful energy, so that she can take over the world. Learn more at: www.katievernoy.com A Quick Note: Our opinions are our own. We are only speaking for ourselves – except when we speak for each other, or over each other. We're working on it. Our guests are also only speaking for themselves and have their own opinions. We aren't trying to take their voice, and no one speaks for us either. Mostly because they don't want to, but hey. Stay in Touch with Curt, Katie, and the whole Therapy Reimagined #TherapyMovement: Patreon Buy Me A Coffee Podcast Homepage Therapy Reimagined Homepage Facebook Twitter Instagram YouTube   Consultation services with Curt Widhalm or Katie Vernoy: The Fifty-Minute Hour Connect with the Modern Therapist Community: Our Facebook Group – The Modern Therapists Group Modern Therapist's Survival Guide Creative Credits: Voice Over by DW McCann https://www.facebook.com/McCannDW/ Music by Crystal Grooms Mangano https://groomsymusic.com/  

Jan and Nick are both fan boys of grounded theory so it is about time we talk to someone who knows more about it than we do. Thankfully, agreed to join us. With her we talk about the procedures and outcomes of grounded theorizing, what sort of contributions we can build through this approach and whether IS scholars should build grand or substantive theories. But because Cathy has been around the block a long time, we also talk about our own community institutions and whether they need a reform. In short, we are being naughty. As usual, the readings we refer to are listed on .

Die Basis für Projekte im Design Thinking sind Informationen, die wir aus verschiedenen Beobachtungen und Befragungen gewinnen. Das Ziel dabei ist, dass wir ein Problem und vor allem die Menschen besser verstehen, um daraus Lösungs-Hypothesen entwickeln zu können. In dieser Folge stellen wir euch die Grounded Theory vor, die genau das zum Thema hat. Wir geben euch 6 Tipps aus diesem Ansatz, damit ihr als Design Thinker erfolgreicher seid!

Today in the Book Lounge, Tom & Karin discuss the book Daring Greatly with special guest Charles Francis. Each week Book Insights creator and author of The 50 Classics Series Tom Butler-Bowdon and Memo'd Program Manager Karin Richey invite you to join their fun and casual conversation about the book of the week. Hear what they love it about, what they don't, how they rate it, and how it can advance your work and life. You'll learn why it was selected to be part of the curated list of Book Insights, and what's new with the book or the author currently. This week, Tom and Karin offer you insight on: *Charles Francis shares on the correlation between buddhism and Brene Brown's method of "Grounded Theory". *The role and value of community in supporting openness, vulnerability and wholeheartedness. *The damage that shame can do including leading to addiction and other unhealthy coping mechanisms. Want quick saveable, shareable bullet points on today's podcast? Check out the Memo: https://memod.com/KarinRichey/daring-greatly-with-charles-francis-2999 Show Notes: Charles Francis is the co-founder and director of the Mindfulness Meditation Institute. For over 25 years, he has worked to help people find inner peace through mindfulness meditation. What is the difference between Book Insights episodes and Book Lounge episodes? Book Insights are formal, structured summary, analysis and exploration of a bestselling nonfiction book. Each episode is read by a professional voice actor and will introduce a new title selected specifically for its value to your work and life. Book Lounge episodes are casual discussions about the book, the author, and anything else that comes along through the course of conversation. It's more of a broad chat about how the book relates to current, everyday life. Should I listen to both the Book Insight and the Book Lounge episode on the same book? Sure! Each episode works fine as a standalone piece, so no requirement to listen to both or to listen in any particular order, but we definitely recommend (and think you'll enjoy!) both. Think of it like reading a book and liking it so much you want to chat about it on the porch with a friend. That is the vibe at the Book Lounge. Like what you hear? Be sure to like & subscribe to support this podcast! Also leave a comment and let us know your thoughts on the episode. You can also get a free weekly email about the Book Insight of the week. Subscribe at memod.com/insights Audio Producer: Daniel Gonzalez Hosts: Tom Butler-Bowdon & Karin Richey

My guest in this Episode is Henning Baer, one of the founders and resident DJs of Grounded Theory. He runs MANHIGH Recordings where he puts out his own works but also releases music by the likes of Matrixxman, Pablo Mateo and more.

 I recorded a fresh one hour mix including some amazing new music by Planetary Assault Systems, Stef Mendesidis, Claudio PRC, Taken, Temudo and more. Enjoy. Music is able to lift you into other dimensions, so come with me through this portal and immerse into the depths of my record collection. www.markussuckut.com

In this podcast episode, the conversation with Dr. Elizabeth Creamer, Professor Emerita within Educational Research at Virginia Tech and Co-Editor in Chief of Methods in Psychology with the Mixed Methods Section focuses on her upcoming book Advancing Grounded Theory with Mixed Methods published by Routledge.

Welcome to another episode of The Words Matter Podcast.So this is the second episode of the Qualitative Research Series, and today I'm speaking with Prof. Melanie Birks and Prof. Jane Mills, who for me are amongst the most influential communicators, educators and developers of grounded theory in the past decade – so its a real treat to have these superstars of GT contribute to this qualitative series.Melanie is a Professor of Nursing (Quality and Strategy) at James Cook University in Australia. She has an extensive publication track record, including numerous textbooks and articles on grounded theory. Her research interests are in the areas of educational accessibility and relevance, and preparation of a well-prepared health workforce. She is committed to promoting quality, evidence-based education and practice through these endeavours.Jane is the Dean and Head of the La Trobe Rural Health School, and she is considered one of Australia and New Zealand's foremost nurse academics with extensive experience leading and managing teams in both government and tertiary sectors. Her research portfolio focuses on rural and public health, health workforce, and health system strengthening. Jane's career vision is to contribute to a just society by fostering research and graduates that make a positive difference and she believes education and research are powerful vehicles for change.So in this episode we speak about: What grounded theory (GT) is and what is it not. A brief history of GT, the context in which it arose, underpinning philosophies, and the different generations. Melanie and Jane's own epistemological positions on GT and how they arrived at them (see here for example). GT in context of other qualitative methodologies; what aspects and methods are common and which are somewhat distinctive of GT. What constitutes a GT study but also the product of a GT study, namely a grounded theory – and we touch on what makes it grounded and what is meant by theory. The importance of the position of the researcher, including managing ‘bias' and preconceptions, reflectivity and the role of the researcher Some of the key methods of GT. The notion of theoretical sensitivity, which guides theoretical sampling, theoretical coding and theory development. What constitutes quality in GT, and how do we know when we have developed a ‘good' GT. Their tips and advice for embarking on or engaging with grounded theory research (see their FAQ paper here). And for a paper on how I've operationalised constructivist GT see here. As you will hear, I was really excited to speak with Melanie and Jane. As I say in the out chat, the first edition of their book Grounded Theory: A Practical Guide was a great help to me during my doctoral research and subsequent teaching and supervision around grounded theory. And I was honoured to make a small contribution to their second book, and wrote a short piece on how I used non-participant observation and video-prompted reflective interviews to facilitate theoretical sufficiency and grounded theory development (see here).And keep a look out for the 3rd edition of their book, which is due out next year.Find Melanie and Jane on Twitter @melbirks @profjanemills You can support the show and contribute via Patreon hereIf you liked the podcast, you'll love The Words Matter online course and mentoring to develop your clinical expertise  - ideal for all MSK therapists.Follow Words Matter on:Instagram @Wordsmatter_education @TheWordsMatterPodcastTwitter @WordsClinicalFacebook Words Matter - Improving Clinical Communication★ Support this podcast on Patreon ★

Welcome to another episode of the Words Matter Podcast.So this is the first episode of the Qualitative Research Series, where my guests and I fly above to get a broad overview of qualitative research but then also land on areas to get a more detailed sense of the different theories, methodologies and methods of qualitative research.In addition to todays episode, the conversations coming up include Grounded Theory with Professors Melanie Birks and Jane Mills, Phenomenology with Dr Pirjo Vuoskoski, Thematic Analysis with Dr Victoria Clarke, Critical approaches with Dr Anna Rajala , Post-qualitative approaches with Dr Jenny Setchell, conversational analysis with Dr Charlotte Albury and there will be a final special qualitative research Ask Us Anything episode with Prof Dave Nicholls. Dave and I will be discussing and answering your questions on qualitative research and related topics.  So in this first episode of The Qualitative Research Series I'm speaking with Perri Tutelman. Perri is a PhD Candidate in Clinical Psychology at Dalhousie University (Halifax, Canada). Her research is focused on understanding the pain experiences of children with cancer across the disease trajectory (see here and here). She has published several qualitative studies that explore the lived experiences of patients, families, and healthcare providers in the areas of pain and serious illness. She actively mentors graduate students interested in qualitative methods and recently co-guest edited a Special Issue on Qualitative Research and Pain for the Canadian Journal of Pain, and there were some a great webinar on the Special edition with Perri and the other contributors here. So in this episode we speak about: Perri's journey into qualitative research from a her background as a psychologist trained in quantitative research methods What qualitative research is and what it isn't, and that it is more than just type of data collected Qualitative research as a heterogeneous family of methodologies, each with different philosophical, historical and theoretical backgrounds and underpinnings- the challenge this diversity this can bring but also the richness and flexibility. The different foundational assumptions of qualitative research (such as views on knowledge, reality and truth) and how these support, justify and inform the research methods (such as data collection, analysis sampling). Locating qualitative research in context of quantitative research and evidence based practice – and what it offers and where it fits. The role, value and contribution of qualitative research for generating knowledge about all aspects of pain and pain management. So this was such an enjoyable discussion with Perri and the perfect opener of the series. Hearing Perri's journey into qualitative research, her early challenges and frustrations and how she is now using qualitative approaches resonates with my own experiences and I'm sure many of you that have also had to grapple with initial discomfort of stepping into a different research paradigm.It was great to share this and introduce some of the key aspects of qualitative research and also talk through valuable contribution that qualitative research can make to building a rounded and relevant evidence-base to support clinical practice.Find Perri on Twitter @PerriTutelmanYou can support the show and contribute via Patreon hereIf you liked the podcast, you'll love The Words Matter online course and mentoring to develop your clinical expertise  - ideal for all MSK therapists.Follow Words Matter on:Instagram @Wordsmatter_education @TheWordsMatterPodcastTwitter @WordsClinicalFacebook Words Matter - Improving Clinical Communication★ Support this podcast on Patreon ★

In this episode, Dan and Lauren talk with Dr. Becka Shetty about her educational journey with leadership education, leading up to her current role infusing leadership education into student organizations. Dr. Shetty's research areas highlight leadership identity and marginalized voices in leadership education.   Some of the resources in this episode include: ----more---- The Leadership Identity Development (LID) Model (Original source article: "Developing a Leadership Identity: A Grounded Theory"; and two subsequent articles from the same research team: "A Leadership Identity Development Model: Applications from a Grounded Theory" and "Leadership Identity Development: Challenges in Applying a Developmental Model") Becka's Dissertation: "The Leader Identity of Black Women in College: A Grounded Theory"

Queer people have more mental health problems than their hetero friends. Why? Is it because there's something bad about being gay? Or is there a problem with the way we think about sex and sexual identities? Kenneth takes a queer theory approach to this mental health issue.

I am reading the handout developed by Nicole Kipar for our course, the link will also take you to the document. If you want to reference this please use the following reference and DOI: Kipar, Nicole (2021): Grounded Theory. figshare. Online resource. https://doi.org/10.6084/m9.figshare.13607393.v1

On this episode, Katie is Joined by Dr. Rebekah Willson, a Lecturer in Information Science in the Department of Computer and Information Sciences, University of Strathclyde, Glasgow, UK. Originally from Canada, she obtained her PhD from Charles Sturt University in Australia in 2016. Her dissertation focused on the experience of individuals transitioning from doctoral student to early career academic. Her main area of research is in information behavior including what information individuals need and how they find, share, and use that information — particularly in the workplace. Her latest research examines the precarity in modern universities and the influence that has on the information behaviour of academics on short-term contracts. For more information and her CV, please go to rebekahwillson.com Segment 1: Information Behavior Research [00:00-12:25] In this first segment, Rebekah describes her research in information behavior. In this segment, the following resources are mentioned: rebekahwillson.com Segment 2: Grounded Theory [12:26-24:27] In segment two, Rebekah shares some of her experiences using grounded theory as a methodology. Segment 3: Researching Academics in Transition [24:28-36:57] In segment three, Rebekah shares about her most recent research on academics on short-term contracts. To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, post a comment below or contact the “Research in Action” podcast: Twitter: @RIA_podcast or #RIA_podcast Email: riapodcast@oregonstate.edu Voicemail: 541-737-1111 If you listen to the podcast via iTunes, please consider leaving us a review. The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

In this episode of The Counseling Psychologist podcast series, Editor Bryan Kim interviews two of the coauthors of the TCP article, "Socially Just and Culturally Responsive Leadership Within Counseling and Counseling Psychology: A Grounded Theory Investigation", Dr. Harvey Peters and Dr. Melissa Luke. (Drs. Janine Bernard and Heather Trepal also coauthored.)

In this episode, Melissa interviews Angela Stockman, who is a researcher and author of three books including Make Writing and Hacking the Writing Workshop. Angela shares the research method she uses and how it has changed the way she approaches writing instruction.

a reading from the required text on grounded theory. I skimmed over the article about the dental practices --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app

We talk to Vicky Butterby about her PhD research and the impact it has had. The title of Vicky's research is Nothing to lose - A constructed grounded theory of loss in the lives of young people that offend.

Neste episódio, Felipe Côrtes e Marcus Castro conversam sobre o método de procedimento denominado "grounded theory", em especial sobre definição, aplicações, objetivos, etapas e, por fim, críticas e discussão sobre elas. Contato para sugestões, críticas e/ou elogios: Instagram e Twitter: @pesquisacast / Email: pesquisacast@gmail.com Programa de apadrinhamento/apoio financeiro ao programa: www.padrim.com.br/pesquisacast Indicações: - Filme "Corra!" (2017) - Vídeo "Versions of Grounded Theory" (https://www.youtube.com/watch?v=JX42ld18kao) Referências: Livros: - BANDEIRA-DE-MELLO, R.; CUNHA, C. J. C. A. (2006). Grounded theory. In GODOI, C. K., BANDEIRA-DE-MELLO, R.; SILVA, A. B. (Orgs.), Pesquisa qualitativa em estudos organizacionais: paradigmas, estratégias e métodos (pp. 241-266). São Paulo: Saraiva, 2006. - MENDONÇA, A. T. B. B.; REMONATO, R. L. C.; MACIEL, C. O.; BALBINOT, Z. Grounded theory. In TAKAHASHI, A. R. W. (Org.), Pesquisa qualitativa em Administração: fundamentação, métodos e usos no Brasil (pp. 189-221). São Paulo: Atlas, 2013. - STRAUSS, A.; CORBIN, J. Pesquisa qualitativa: técnicas e procedimentos para o desenvolvimento de teoria fundamentada (2a ed.). Porto Alegre: Artmed, 2008.

Ever heard of a theory that wasn't a theory? This week the gang tackles a difficult qualitative methodological approach called Grounded Theory, put forth by Barney Glaser and Anselm Strauss. By doing a deep dive into textual and descriptive data, the goal of this approach is to analyze data without letting previous knowledge, biases, or assumptions cloud the analysis. If you ever wondered what it was like to do hands on sociological research, then this episode is for you!

It is reasonable to expect Cultural Practitioners to behave somewhat like computers because they have the ability to link and communicate with all cultural practitioners from other cultures because culture connects them. Finally, the cultural practitioners’ way of life presumably is fulfilled through their dreams; completing tasks; activating cultural change; intertwined and characterized as historical events; and a conversation in The Connectivity of Culture. iMovie & Devgro Media Arts Services PresentA Devgro Media Arts Services Production In Association With iMovieA William Anderson Gittens PodcastThe Connectivity of Culture: A Cultural ConversationVol.1ISBN 978-976-96356-4-7Digital Photography, Directed Edited, Produced & Written -William Anderson GittensExecutive Producer William Anderson Gittens Author, B.A.Dip.Com, Cinematographer, Media Arts Specialist, Licence Cultural Practitioner PublisherWorks Citedhttps://www.dictionary.com/browse/connectivity"Earthdance: Chapter 20 - The Indigenous Way". Archived from the original on 2007-09-05. Retrieved 2007-09-08. Patricia Yancey Martin & Barry A. Turner, "Grounded Theory and Organizational Research," The Journal of Applied Behavioural Science, vol. 22, no. 2 (1986), 141.https://www.productiveflourishing.com/start-finishing/https://en.m.wikipedia.org/wiki/Main_PageOgburn, William F. Social Change. 1922. Reprint. Dell, New York. 1966.Rogers, G.F.C. The Nature of the Engineering: A Philosophy of Technology. Palgrave Macmillan, London, 1983.Schumpeter, Joseph. The Theory of Economic Development. 1912. Reprint. Harvard University Press, Cambridge, Massachusetts. 1966. 1934.This was a Devgro Media Arts Services ©2019Support the show (http://www.buzzsprout.com/429292)

Topic - Why Are Some Kids Rejected By Classmates When kids are rejected, many times it's not about them, it's about the kids who are rejecting them.  The kids who reject do so because they think accepting a kid will have a negative impact on them or their social group.  A method of looking at rejection called the Grounded Theory discovered that kids are rejected because they cheat, disobey the teacher, hit kids and generally disturb the well-being of others.  Some kids are rejected because of personal preferences and unfamiliarity.  Kids know what they like and don't like in a friendship and are usually reluctant to choose a friend they don't know well.  Kids are blunt and still learning social skills.  The little ones need to be taught how to see something positive in someone they don't know or rejected right away because those kids might just be a friend in disguise.  Giving a relationship a second chance is an important skill to learn for adulthood. --- Send in a voice message: https://anchor.fm/drclaudia/message

On today's episode of The Annex Sociology Podcast, the group discusses family estrangement. They get into the specificities of gender differences and degrees of estrangement. Kristina challenges the idea of parenting perceptions versus children's parenting perceptions. Gabriel discusses that in American culture in which individualism is achieved, that may be a factor to family estrangement. Kristina and Gabriel get to the bottom of families unifying in ritualistic ways to ostracize certain family members. Leslie questions if family estrangement is a form of deviance. Joe leaves off the podcast questioning the aftermath of family estrangement and how resilience is exercised. Discussants Kristina Scharp is an Assistant Professor of Communications at the University of Washington. Her forthcoming articles include "Making Meaning of the Parent-Child Relationship: A Dialogic Analysis of Parent-Initiated Estrangement Narratives" in the Journal of Family Communication, and "'You're Not Welcome Here': A Grounded Theory of Family Distancing" in Communication Research. Joseph Nathan Cohen co-hosts The Annex and directs the Sociocast Project. He is an Associate Professor of Sociology at the City University of New York, Queens College. He wrote Financial Crisis in American Households: The Basic Expenses That Bankrupt the Middle Class (2017, Praeger) and co-authored Global Capitalism: A Sociological Perspective (2010, Polity). Twitter: @jncohen Leslie Hinkson co-hosts The Annex. She is an Assistant Professor of Sociology at Georgetown University. Her recent book is Subprime Health: Debt and Race in U.S. Medicine(2017 University of Minnesota Press). Gabriel Rossman co-hosts The Annex. He is an Associate Professor of Sociology at the University of California, Los Angeles. He wrote Climbing the Charts: What Radio Airplay Tells Us about the Diffusion of Innovation(2015, Princeton) Twitter: @GabrielRossman

On today's episode of The Annex Sociology Podcast, the group discusses family estrangement. They get into the specificities of gender differences and degrees of estrangement. Kristina challenges the idea of parenting perceptions versus children's parenting perceptions. Gabriel discusses that in American culture in which individualism is achieved, that may be a factor to family estrangement. Kristina and Gabriel get to the bottom of families unifying in ritualistic ways to ostracize certain family members. Leslie questions if family estrangement is a form of deviance. Joe leaves off the podcast questioning the aftermath of family estrangement and how resilience is exercised. Discussants Kristina Scharp is an Assistant Professor of Communications at the University of Washington. Her forthcoming articles include "Making Meaning of the Parent-Child Relationship: A Dialogic Analysis of Parent-Initiated Estrangement Narratives" in the Journal of Family Communication, and "'You're Not Welcome Here': A Grounded Theory of Family Distancing" in Communication Research. Joseph Nathan Cohen co-hosts The Annex and directs the Sociocast Project. He is an Associate Professor of Sociology at the City University of New York, Queens College. He wrote Financial Crisis in American Households: The Basic Expenses That Bankrupt the Middle Class (2017, Praeger) and co-authored Global Capitalism: A Sociological Perspective (2010, Polity). Twitter: @jncohen Leslie Hinkson co-hosts The Annex. She is an Assistant Professor of Sociology at Georgetown University. Her recent book is Subprime Health: Debt and Race in U.S. Medicine(2017 University of Minnesota Press). Gabriel Rossman co-hosts The Annex. He is an Associate Professor of Sociology at the University of California, Los Angeles. He wrote Climbing the Charts: What Radio Airplay Tells Us about the Diffusion of Innovation(2015, Princeton) Twitter: @GabrielRossman

Recent research suggests that author-nominated peer reviewers are more likely to give favorable reviews. The decision has led Swiss National Science Foundation to stop considering these reviewers. Should we do this more broadly? Discussants Kristina Scharp is an Assistant Professor of Communications at the University of Washington. Her forthcoming articles include "Making Meaning of the Parent-Child Relationship: A Dialogic Analysis of Parent-Initiated Estrangement Narratives" in the Journal of Family Communication, and "'You're Not Welcome Here': A Grounded Theory of Family Distancing" in Communication Research. Joseph Nathan Cohen co-hosts The Annex and directs the Sociocast Project. He is an Associate Professor of Sociology at the City University of New York, Queens College. He wrote Financial Crisis in American Households: The Basic Expenses That Bankrupt the Middle Class (2017, Praeger) and co-authored Global Capitalism: A Sociological Perspective (2010, Polity). Twitter: @jncohen Leslie Hinkson co-hosts The Annex. She is an Assistant Professor of Sociology at Georgetown University. Her recent book is Subprime Health: Debt and Race in U.S. Medicine(2017 University of Minnesota Press). Gabriel Rossman co-hosts The Annex. He is an Associate Professor of Sociology at the University of California, Los Angeles. He wrote Climbing the Charts: What Radio Airplay Tells Us about the Diffusion of Innovation(2015, Princeton) Twitter: @GabrielRossman Photo Credit By Airman 1st Class Ashley Gardner - https://www.dvidshub.net/image/979502/resilient-airmen-brave-rapids, Public Domain, Link

Recent research suggests that author-nominated peer reviewers are more likely to give favorable reviews. The decision has led Swiss National Science Foundation to stop considering these reviewers. Should we do this more broadly? Discussants Kristina Scharp is an Assistant Professor of Communications at the University of Washington. Her forthcoming articles include "Making Meaning of the Parent-Child Relationship: A Dialogic Analysis of Parent-Initiated Estrangement Narratives" in the Journal of Family Communication, and "'You're Not Welcome Here': A Grounded Theory of Family Distancing" in Communication Research. Joseph Nathan Cohen co-hosts The Annex and directs the Sociocast Project. He is an Associate Professor of Sociology at the City University of New York, Queens College. He wrote Financial Crisis in American Households: The Basic Expenses That Bankrupt the Middle Class (2017, Praeger) and co-authored Global Capitalism: A Sociological Perspective (2010, Polity). Twitter: @jncohen Leslie Hinkson co-hosts The Annex. She is an Assistant Professor of Sociology at Georgetown University. Her recent book is Subprime Health: Debt and Race in U.S. Medicine(2017 University of Minnesota Press). Gabriel Rossman co-hosts The Annex. He is an Associate Professor of Sociology at the University of California, Los Angeles. He wrote Climbing the Charts: What Radio Airplay Tells Us about the Diffusion of Innovation(2015, Princeton) Twitter: @GabrielRossman Photo Credit By Airman 1st Class Ashley Gardner - https://www.dvidshub.net/image/979502/resilient-airmen-brave-rapids, Public Domain, Link

The Annex Sociology Podcast examines an article in the New York Times Upshot' discussing a high intensity parenting style. Discussants Kristina Scharp is an Assistant Professor of Communications at the University of Washington. Her forthcoming articles include "Making Meaning of the Parent-Child Relationship: A Dialogic Analysis of Parent-Initiated Estrangement Narratives" in the Journal of Family Communication, and "'You're Not Welcome Here': A Grounded Theory of Family Distancing" in Communication Research. Joseph Nathan Cohen co-hosts The Annex and directs the Sociocast Project. He is an Associate Professor of Sociology at the City University of New York, Queens College. He wrote Financial Crisis in American Households: The Basic Expenses That Bankrupt the Middle Class (2017, Praeger) and co-authored Global Capitalism: A Sociological Perspective (2010, Polity). Twitter: @jncohen Leslie Hinkson co-hosts The Annex. She is an Assistant Professor of Sociology at Georgetown University. Her recent book is Subprime Health: Debt and Race in U.S. Medicine(2017 University of Minnesota Press). Gabriel Rossman co-hosts The Annex. He is an Associate Professor of Sociology at the University of California, Los Angeles. He wrote Climbing the Charts: What Radio Airplay Tells Us about the Diffusion of Innovation(2015, Princeton) Twitter: @GabrielRossman Photo Credit CC by Terence Faircloth (https://www.flickr.com/photos/atelier_tee/2827121200)

The Annex Sociology Podcast examines an article in the New York Times Upshot' discussing a high intensity parenting style. Discussants Kristina Scharp is an Assistant Professor of Communications at the University of Washington. Her forthcoming articles include "Making Meaning of the Parent-Child Relationship: A Dialogic Analysis of Parent-Initiated Estrangement Narratives" in the Journal of Family Communication, and "'You're Not Welcome Here': A Grounded Theory of Family Distancing" in Communication Research. Joseph Nathan Cohen co-hosts The Annex and directs the Sociocast Project. He is an Associate Professor of Sociology at the City University of New York, Queens College. He wrote Financial Crisis in American Households: The Basic Expenses That Bankrupt the Middle Class (2017, Praeger) and co-authored Global Capitalism: A Sociological Perspective (2010, Polity). Twitter: @jncohen Leslie Hinkson co-hosts The Annex. She is an Assistant Professor of Sociology at Georgetown University. Her recent book is Subprime Health: Debt and Race in U.S. Medicine(2017 University of Minnesota Press). Gabriel Rossman co-hosts The Annex. He is an Associate Professor of Sociology at the University of California, Los Angeles. He wrote Climbing the Charts: What Radio Airplay Tells Us about the Diffusion of Innovation(2015, Princeton) Twitter: @GabrielRossman Photo Credit CC by Terence Faircloth (https://www.flickr.com/photos/atelier_tee/2827121200)

Lars-Johan Åge har doktorerat på Handelshögskolan och är aktuell med boken Happy Happy - Fem steg för att komma överens med vem som helst. Han berättar om de tre första stegen.  Lars-Johan Åge har alltid varit intresserad av framgångsfaktorer. Han jobbade med Grounded Theory under sin doktorandtid. Sen studerade han världens bästa förhandlare, FBI Svenska Polisens Insatsstyrka, diplomater och affärsmän. Resultatet av dessa studier finns nu i den nya boken Happy Happy.  Här kan du beställa boken. www.larsjohanage.com

"Cultura es la llave. Sin cultura, yo te diría no estaríamos a la mitad del camino de lo que hemos recorrido." –  Ricardo SierraRicardo Sierra Fernández es el CEO de Celsia Energía que nació en Medellín en 1968 y es administrador de negocios de la EAFIT, es consciente que las compañías generadoras de energía necesitan innovar en planes sostenibles de cara al futuro, no solo en Colombia sino a nivel mundial. Sortear los momentos difíciles ha sido una de las constantes en la vida de  como presidente de Celsia. Como parte de este gran reto, Celsia, en cabeza de Ricardo Sierra Fernández, le dio vida a la primera granja generadora de energía solar de Colombia. - GerenteUna sala de control de Star-Trek, ciberataques en tiempo real y el destino de ... bueno, mucha gente necesita energía, y es fácil de juzgar y difícil de comprender. Soy Usain Bolt cuando se trata de juzgar sobre la típica empresa colombiana y su falta de pensamiento estilo Silicon Valley. Consecuentemente, como lo menciono continuamente, soy mucho más bruto de lo que pensaba. Este episodio con Ricardo Sierra en Celsia fue un regalo glorioso de hilo y aguja. Ahora puedo comenzar a coser mi edredón de Grounded Theory. ¡Que haya luz! Como verá en algunas semanas con mi podcast con Catalina Ortiz, el futuro de la innovación colombiana está en los negocios tradicionales y no en el Elon Musk (ver abajo) del Valle. Hablamos de cultura, cómo manejar el estrés y el verdadero “winter is coming". ¡Estar listo!***Si te gusta el podcast, ¿podrías considerar dejar una breve reseña en Apple Podcasts | iTunes? Es rápido, no duele y hace una gran diferencia para convencer a los futuros invitados y promocionar el podcast.Enlaces importantes:The Frye Show.com con más información, libros, artículos y más...Boletín creativo - 747The Corvus Show - CorvusThe Frye Show LIVE - LIVEThe Frye Show - MembresíaLinkedIn - robbiejfryeTwitter - robbiejfryeInstagram - robbiejfryeFacebook - robbiejfrye★ Support this podcast ★

On this episode, Katie is Joined by Dr. Rebekah Willson, a Lecturer in Information Science in the Department of Computer and Information Sciences, University of Strathclyde, Glasgow, UK. Originally from Canada, she obtained her PhD from Charles Sturt University in Australia in 2016. Her dissertation focused on the experience of individuals transitioning from doctoral student to early career academic. Her main area of research is in information behavior including what information individuals need and how they find, share, and use that information -- particularly in the workplace. Her latest research examines the precarity in modern universities and the influence that has on the information behaviour of academics on short-term contracts. For more information and her CV, please go to rebekahwillson.com Segment 1: Information Behavior Research [00:00-12:25] In this first segment, Rebekah describes her research in information behavior. Segment 2: Grounded Theory [12:26-24:27] In segment two, Rebekah shares some of her experiences using grounded theory as a methodology. Segment 3: Researching Academics in Transition [24:28-36:57] In segment three, Rebekah shares about her most recent research on academics on short-term contracts. To share feedback about this podcast episode, ask questions that could be featured in a future episode, or to share research-related resources, contact the “Research in Action” podcast: Twitter: @RIA_podcast or #RIA_podcast Email: riapodcast@oregonstate.edu Voicemail: 541-737-1111 If you listen to the podcast via iTunes, please consider leaving us a review. The views expressed by guests on the Research in Action podcast do not necessarily represent the views of Oregon State University Ecampus or Oregon State University.

Ever wondered why your surveys are not producing the results you are looking for? Lauren has some tips and tricks to get the most out of your surveys. Additionally, Dr. Ron weighs in on what to do with the data once it's gathered. He explains how to make sense of what seems to be endless feedback.

Ever wondered why your surveys are not producing the results you are looking for? Lauren has some tips and tricks to get the most out of your surveys. Additionally, Dr. Ron weighs in on what to do with the data once it's gathered. He explains how to make sense of what seems to be endless feedback.

Dr. Bryan Gouge and Matt Kistler are both Research Analysts from Global Scripture Impact, a team within the American Bible Society. Bryan, Matt, and Rodney Green discuss the value of qualitative research methods and the grounded theory approach in establishing an informed theory of change. Bryan and Matt are available for further questions: Bryan Gouge: bgouge@americanbible.org Matthew Kistler: mkistler@americanbible.org Here is a resource mentioned in the podcast focusing on outcome harvesting due to its relevance in grounded theory. http://www.betterevaluation.org/en/plan/approach/outcome_harvesting

Research Techniques, en pointe style

For almost a quarter century working in the music industry, Marie wondered what it is that happens to perfectly ordinary people when attending blues concerts. Emotions drift across faces like migratory clouds moving across a sunny sky, toes tap and bodies start to sway. Looking at blues audiences from the stage, is to bear witness to displays of ever-changing life-affirming panhuman expressions of elation, joy, wonder, release, vulnerability, immersion, sadness and grief. When lost in blues music, the straight-faced watchfulness, otherwise customary in social situations, lessens. Marie muses: – I have always been curious in how music, and particularly blues music, somehow transforms us in subtle, but pervasive ways: how it can lift moods and just make us feel comforted: enveloped, interconnected, and that it is OK to just be. It was natural for her, therefore, to use this curiosity as driving force in approaching her PhD research: She embarked on a Grounded Theory study of what contemporary (mainly white and middle-aged) blues fans get out of their love affair with the genre today. Combined academic findings highlighted and illustrated by story-telling find expression in her book: The Blues – Why it Still Hurts so Good. Born in Århus, Denmark in 1962, growing up Marie often felt alone and that she was “a bit of a strange bird.” She decided early on that instead of trying to fit in, she would rather fight to figure things out on her own terms. She wanted to be an author, but couldn’t figure out how. Torn between interest in psychology and love of learning, she settled on a BA in Education, which she completed in 1989. During her studies, she managed a night club, did band PR, and owned and operated an advertising sales company. By the end of 1990 (with friends and family questioning her judgment), she packed up and left her business to follow her heart. She was in love, and moved to Southern California with Walter Trout: an internationally touring (but penniless) blues rock guitarist, singer, song-writer, who had recently gone solo after a steady career as a sideman with five years each in Canned Heat and John Mayall’s band, the Bluesbreakers. Shortly after landing on American soil, Marie started working as part of Walter’s touring crew, a position that gave her access to business elements of Walter’s career. Although he had a Top Ten hit in the Netherlands and was voted the sixth best guitarist in BBC’s 1993 Listener’s Poll, financial success did not follow the accolades. Marie gradually discovered that there were many irregularities with regard to management of Walter’s business, explaining why financial success seemed far off. Eventually, she had collected enough evidence: Walter was being robbed blind by people he trusted to run his business affairs for him. After Walter and Marie’s first child was born in 1993, Marie took over as Walter’s manager, a position she still fills today. In 1996, after giving birth to their second son, she also took over as Walter’s agent in Europe. A third son followed in 2001. Marie enjoyed being active in business, but also being able to bring the children on tour, and at other times work from her home office providing continuity when Walter was on the road, and the children needed to be in school. In 2012, she completed her MA along with being certified in Life Coaching. In 2015, she completed her PhD in Wisdom Studies, which allowed many components of Marie’s work, observations, and professional pursuits to come together. She credits her Major Advisor, Mark Ryan, a 20-year Dean at Yale University with providing structure and encouragement to finish her studies when her life fell apart in 2013. Walter was diagnosed with end-stage liver disease. In 2014, Walter came close to death repeatedly. In a desperate, last-ditch effort to improve odds of Walter receiving a liver transplant Marie brought Walter to Nebraska for six months, leaving two still-at-home middle-and high school children with a caregiver in California. A steady support from Walter’s fans made the move financially (and emotionally) possible, and Marie is adamant that his survival was a community effort. During Walter’s illness, and after he recovered, she has advocated organ donation, appearing on several radio as well as TV news and talk-shows. This commitment continues in support of Donate Life campaigns, and Walter and Marie jointly serve as protectors for the Danish organization, Organdonation – Ja Tak. Marie and Walter are determined to give back. All proceeds from The Blues – Why it Still Hurts so Good, will benefit the HART fund, which helps provide medical care for musicians facing a broad range of health concerns. Marie is no stranger to uncertainty, pain, and worry: – I know what it is like to live the blues. Nobody is immune to suffering no matter how much they seek to insure and protect themselves. Like lightning from clear sky, our lives change and we are powerless to change it back. Nobody can avoid hardship and pain, but we can dare to reach out, and walk through it together with those who respond. I have walked through my blues for now and am constantly reminded to take nothing for granted. When I look around our world, I realize that by comparison, Walter and I have been fortunate. Walter is once again healthy and on the road with his awesome band, and I am once again busy managing his career. With a book coming out, and another one brewing in my head, I feel connected to, and in tune with, my life’s purpose. I am grateful. http://www.marietrout.com/home/

Research Techniques, en pointe style

Grounded in techno.

Grounded in techno.

.defaultbox Podcast 005 - Static Plate This week we are appreciate to welcome Static Plate for our 5th podcast. This week without tracklist, but you can ask us or Static Plate, if you are looking for a track. More information on our website defaultbox.de/podcast or facebook.com/defaultbox. iTunes: https://itunes.apple.com/de/podcast/.defaultbox-podcast/id1114718315 Listen and enjoy. -- Vienna? City of classical music? City of Falco? And techno? Mike alias Static Plate was born and grew up in the metropolis at the Donau in the 80ies. He had his first experience with a studio mixer, thanks to his father, very early but in the 90ies he was devoted to rock music; already infacted with techno music by his sisters but too young for partying long and pretty. So Mike spent his time on the drums for some band-like acts before he was completely blast away by techno in 2011. Since that time he’s studied and internalised the music of Ben Klock, Speedy J, Drumcell and TommyFourSeven but also inhaled the atmosphere of several club nights at Berghain, Tresor or the event series by the crew of Grounded Theory at Arena Club. He put out 4 releases on digital label Chamaeleon Records plus 1 release on Hungarian label F.O.S. Records and took part in Kollektives Bewusstsein Summer sampler with 1 track. https://www.facebook.com/StaticPlate https://soundcloud.com/static-plate https://www.residentadvisor.net/dj/staticplate

Sandra Aßmann (Juniorprofessorin an der Universität zu Köln) erzählt, wie sie im Rahmen ihrer Dissertation Grounded Theory als Methodologie und Methode der qualitativen Forschung eingesetzt hat.

Wir sprechen über Workflow, Technisches, Methoden, Grounded Theory, Barockes, Medienwandel, Gesellschaftskritik, die Erbsünde der Religionswissenschaft, Fenster und Mauern, Kategorien und Tags.

Wie interpretieren und bearbeiten Professionelle in der offenen Jugendarbeit Gewalt zwischen Jugendlichen? Auf welche wissenschaftlich gestützten Theorien bzw. Methoden greifen sie dabei zurück? Die Dissertation beschäftigt sich mit diesen Fragen aus einer professionstheoretischen Perspektive sowie auf Grundlage einer ethnografischen Studie im Stil der Grounded Theory, welche in fünf unterschiedlichen Jugendtreffs über einen Zeitraum von eineinhalb Jahren durchgeführt wurde. Zentrale Ergebnisse der Studie zeigen, dass Professionelle in der offenen Jugendarbeit Gewalt als Risiko bearbeiten. Gewalt zwischen Jugendlichen tritt zwar relativ selten auf, ist aber als Szenario, das sich entwickeln könnte, im Denken der Professionellen omnipräsent. Auf Grund dessen handeln sie laufend im Sinne einer alltagsnahem Gewaltprävention und versuchen, eine gewaltförmige Entwicklung von Alltagssituationen zu verhindern. Dies wird durch die Darstellung typischer Situationen, die in den Jugendtreffs auftreten, und darauf abgestimmter Handlungsstrategien der Professionellen gezeigt. Im Rahmen dessen wird deutlich, dass zwei Muster professioneller Problemkonstruktion zentral sind – zum einen in Anlehnung an die sanktionierende Pädagogik, zum anderen an ein Verständnis von Jugendarbeit als Bildung. Vor dem Hintergrund dieser sozialpädagogischen Ansätze werden die Interpretations- und Handlungsstrategien der Professionellen diskutiert.

The present empirical study investigates how university language teachers approach their own professional development (PD) and which forms their development can take. Research into teacher professional development largely tends to concentrate on school teachers, whereas in this study university language teachers are the focus of interest. Furthermore, the role of teachers’ personal contributions to their own professional learning is the main concern of the study rather than which features of teacher programmes might have a positive impact on teachers’ development. The way the teachers proceed in accomplishing their PD task has been documented through a Grounded Theory approach to data. Questionnaries and follow-up semi-structured qualitative interviews were used to explore the approaches of ten university language teachers. Two professional profiles were identified and were named the 'Learners' and the 'Developers' because they correspond to Vygotsky’s (1978) distinction between learning and development and because this best characterises the teachers' differences in this study. The characteristics of the two profiles centre around their awareness, the way they arrange their learning environment and their attitudinal orientation. The teachers with a “developer”-profile display a high capacity of ‘professional self’-revision, have a highly developed awareness of their own learning concerns and set long-term and demanding professional goals that require them to go beyond routines. They maintain a focused attention on their goals and on the various tasks to pursue them, and are attentive to their positive emotional well-being as teachers as well as to their cognitive needs. One critical result is that they adopt and develop appropriate strategies that lead them to their goals. As a consequence, they enter a cycle of change and ultimately achieve their affective goals. The teachers with a ‘learner’-profile on the contrary are less attentive to all the relevant dimensions involved in their own professional learning. Contrary to the ‘developer’-colleagues, they lack the strategies appropriate for them to realise their goals and to reduce the complexity of the teacher development task. Their personal contribution to their own development is limited, their learning environment is consequently more secure, but less challenging than for the previous profile, and requires less effort on their behalf. Overall, they do not seem to be completely in charge of their own learning and reproduced “traditional” learners’ behaviours. Their attitudes towards their own professional development did not accord with their lifelong learning goals. Their ‘professional self’ could be more intensively developed. The present study aims to complement the existing debate on language teachers’ professionalism and to add new insights on the dynamic way in which teachers make sense of their professional development. Based on the results, it is hoped that a contribution will be made to bridging the gap between research and practice by indicating how to augment existing reflective tools, such as teachers’ portfolios, designed to sustain reflection in language teachers and thus advance their professional development.

Im Mittelpunkt dieser Arbeit stand die Frage, inwiefern sich Führungskräfte in den letzten Berufsjahren leistungsfähig fühlen, wie sie ihren Leistungsbeitrag für das Unternehmen bewerten und wie in ihrer Wahrnehmung das Unternehmen ihre Leistung und ihr Alter wertschätzt. Auch wurden die Vorstellungen der Führungskräfte hinsichtlich der Wissensvermittlung an nachfolgende Generationen und des Übergangs in den Ruhestand herausgearbeitet. Auf Basis des aktuellen Forschungsstandes wurden in einem qualitativen, auf der Grounded Theory fußenden Untersuchungsdesign problemzentrierte Interviews mit 20 älteren (zwischen 57 und 64 Jahren) Führungskräften des obersten Managements eines großen deutschen Verkehrsunternehmens durchgeführt, in welchen ausschließlich die Selbsteinschätzung der Führungskräfte erfragt wurde. Es zeigte sich, dass die interindividuellen Unterschiede hinsichtlich physischer, psychischer, sozialer und sozialisationsbedingter Faktoren zwischen älteren Führungskräften sehr hoch sind und keinesfalls von einer homogenen Gruppe ausgegangen werden kann. Die eigene Leistungsfähigkeit im Beruf und der Wertbeitrag für das Unternehmen werden von den befragten Führungskräften als identisch mit dem Niveau früherer Jahre erlebt. Dennoch gibt es Alterseffekte bei den in dieser Arbeit näher untersuchten Variablen der Gesundheit, der wahrgenommenen Belastung, der Art, Mitarbeiter zu führen, der Veränderungsbereitschaft, der Risikobereitschaft, des Selbstvertrauens, des Umgangs mit Konflikten und der Berufserfahrung. Diese Variablen unterliegen altersspezifischen und individuellen Veränderungen. Ihr interdependenter Charakter führt jedoch dazu, dass zu jedem Zeitpunkt mögliche Verschlechterungen bzw. Verbesserungen einzelner Variablen durch entsprechende Kompensationen in anderen Variablen ausgeglichen werden. Am Ende des Prozesses bleibt die Leistung – gemäß der Selbsteinschätzung der Führungskräfte – auf gleichem Niveau. Die Leistungsmotivation und das Engagement bleiben ebenfalls gemäß des Selbstbildes unberührt vom Alter auf einem hohen Level und der bevorstehende Ruhestand führt weder zu einem Nachlassen der Motivation noch zu einer Steigerung derselben. Analog zur gesellschaftlich verstärkten Auseinandersetzung mit dem Thema Demografie wird das Potenzial Älterer im Unternehmen – so die Ansicht der Befragten – seit einiger Zeit verstärkt wahrgenommen und das Alter scheint als beurteilungsbeeinflussender Faktor deutlich an Präsenz zu verlieren. Die Führungskräfte sind überzeugt, sich bezüglich ihres Wissens aktiv auf dem Laufenden zu halten und dabei sämtliche zur Verfügung stehende Kommunikationsmittel, das berufliche und soziale Umfeld und auch Fortbildungsmaßnahmen zu nutzen. Sie halten den Wissenstransfer an jüngere Generationen für im unternehmerischen Sinne zielführend, praktisch jedoch schwer umsetzbar. Die Vorstellungen der Befragten hinsichtlich des eigenen Ruhestandes sind von hoher Abstraktheit geprägt. Das Bewusstsein, dass aktive Planungen erforderlich sein werden, um die mit dem Wechsel einhergehenden Verluste zu kompensieren, ist vorhanden, es zeigt sich jedoch deutlich eine sehr ambivalente Einstellung zu dem bevorstehenden Ruhestand. Abschließend werden aus den gefundenen theoretischen Ansätzen in dieser Arbeit wichtige Implikationen für die unternehmerische Praxis in Form konkreter Handlungsempfehlungen abgeleitet