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HIV service providers are the primary implementers of HIV care services, but rural HIV service providers are under researched. We used an interpretative phenomenological analysis to explore rural HIV service providers' lived experiences of working in HIV care, who work in a rural region of a Midwestern state in the United States. From July to August 2019, 15 HIV service providers participated in a one-hour semi-structured telephone interview that elicited their experiences working in the rural HIV care continuum. Participants were tired of constantly educating and working to reduce HIV stigma; however, they received support from family and friends once they educated them about HIV. Participants felt they lacked control over systems and they developed emotional-based coping to address constant occupational stressors. Findings highlight the importance of resiliency and advocacy research and practice across ecological levels. [ABSTRACT FROM AUTHOR]

Facilitators and barriers of Pre-exposure Prophylaxis (PrEP) uptake have been established in prior studies; however, most of these studies comprise samples of MSM from metropolitan cities and hypothetical PrEP use. There is a dearth of literature on the uptake factors among rural U.S. MSM who are prescribed PrEP. Thirty-four rural Midwestern MSM who currently take PrEP participated in semi-structured telephone interviews about their barriers and facilitators to their PrEP use. Interviews were analyzed using an inductive thematic analysis approach. There were four barriers: (1) lack of rural dissemination of PrEP information, (2) concern about side and adverse effects of using PrEP, (3) cost of PrEP uptake and engagement, and (4) lack of access to PrEP care and PrEP care quality. Individual and social facilitators that participants utilized to overcome these barriers are discussed. Findings elevate the importance of multilevel interventions that address PrEP adoption from a patient, provider, and healthcare system perspective. [ABSTRACT FROM AUTHOR]

In this article, we engage with some of the ethical challenges we faced during a four-year postcritical ethnography that focused on the resettlement experiences of Burundians with refugee status living in southern Appalachia in the United States. We discuss how we navigated decisions about what and how to share all that we learned, particularly as we sought to protect and honor what participants shared and experienced. Broadly, we frame our decision-making process in relation to the notions of ethics in practice and relational ethics. Notably, we complicate commitments to transparency, trustworthiness, and advocacy, as we examine issues of responsibility and representation. We conclude by offering three considerations or "lessons learned" for qualitative researchers, including the: 1. value of generating a layered account of experience; 2. potentiality of experimental forms of writing, and 3. importance of foregrounding relational ethics. [ABSTRACT FROM AUTHOR]

In this article, we present discursive psychology (DP), a qualitative approach that focuses on the study of conversational and textual materials, including everyday interactions. Although DP is well-established methodologically and theoretically, and is used widely in Europe and in the Commonwealth countries, it is relatively unknown in counseling psychology in the United States. As such, the purpose of this article is to provide a general overview of DP and offer guidance for researchers who may be interested in studying and using DP. We thus discuss practical considerations for utilizing DP, including the development of research questions, carrying out data collection, and conducting DP-informed analyses. We also provide a general overview of the history of DP and key resources for those interested in studying it further, while noting the usefulness of DP for counseling psychology. [ABSTRACT FROM AUTHOR]

This chapter focuses on the transitional experiences of youth with dis/ability labels and highlights how a critical orientation to dis/ability can inform adult educators. [ABSTRACT FROM AUTHOR]

In the fairytale of U.S. public education reform, the root of all evil has presumably been identified: the dragons of ineffectiveness. In this faisytale, the LA Times, a newspaper team of investigative reporters, hired statisticians, and other columnists rode in on the back of Value-Added Measurement. In this paper, narrative centered on teacher evaluation and effectiveness. We conducted an analysis of 52 articles published between 2009 and 2011 that were from or related to a series on Value- Added Measurement initially published in 2010 by the LA Times. We sought to understand the ways in which discourse choices worked to construct a certain version of policy issues related to teacher quality, positioning some individuals and even national groups on one side ofa polarized debate. We have given particular attention to the ways in which the media discourse functioned to politicize and (over)simplify issues related to educational policy and teacher evaluation. [ABSTRACT FROM AUTHOR]

Drawing from a larger ethnographic study, in this article, we represent narrative and thematic analyses based on our experiences as English as a Second Language (ESL) tutors for Burundian children and focus groups with Burundian men and women. Studying the resettlement of Burundians with refugee status, we found systemic unpreparedness and insufficient financial assistance. In the small Appalachian city in the southeastern region of the United States where the government agencies and faith-based organizations placed Burundians, families endured policies and practices that introduced economic instability into their lives. Through our narrative analysis and thematic analyses, we share representations of the everyday struggle for economic stability alongside Burundian critiques about the resettlement process in the U.S. Indicting the process Burundians compared their role in the U.S. to that of a "servant" resettled "to work for the whites." We argue that policymakers and practitioners engaged in resettlement examine existing systems of support and secure further support in order that people with refugee status have sufficient means to survive in their new society of settlement. [ABSTRACT FROM AUTHOR]

The article offers information on the methodological and theoretical methods used in discursive psychology (DP) to examine psychological constructs in the U.S. It presents an overview of the distinctive attributes of DP in relation to other types of discourse research traditions. Moreover, it also highlights the historical concept of cognition and how it is viewed through discursive lens.

The article discusses the evidenced-based interventions for classroom management and discipline that specifically address the needs of young adolescent learners in the U.S. It explores the literature around disciplinary actions including suspension and other interventions. It describes several comprehensive classroom strategies that were practiced in middle schools. It presents the essential aspects of classroom management as required by the National Middle School Association which highlight the researches on classroom management and discipline.

Encountering and responding to patient resistance can be especially challenging for student healthcare providers. Navigating who ultimately holds the authority to know and understand a health concern, make recommendations for a course of action, and accept or resist these recommendations are all part of how epistemic authority is negotiated in medical settings. The purpose of this paper is to systematically examine how student providers enrolled in a communication skills course at an American university responded to standardized patient resistance. The data for this study were 121 video-recorded and transcribed final objective structured clinical examinations from the fall 2019 course. We used discourse analysis informed by principles of conversation analysis to identify several discursive strategies used by the students, including: 1) asking for clarification; 2) expressing uncertainty and offering to gather additional resources; 3) aligning with and offering an account for the resistance; 4) recommending a new course of action; and 5) confronting the resistance. Our findings point to the value of including instruction for both student healthcare providers and standardized patients on how to respond to resistance they encounter in ways that may help improve healthcare outcomes. • Standardized patient resistance presents an epistemic dilemma for student healthcare providers. • Five strategies were used by student providers to align with either the patient or the doctor. • Strategies for navigating patient resistance should be included in communication skills courses. [ABSTRACT FROM AUTHOR]

Pre-exposure prophylaxis (PrEP) efficacy in preventing HIV among gay, bisexual, and other men who have sex with men (MSM) is dependent upon adherence. Little is known about the PrEP adherence experiences among MSM who live in rural areas of the US. This qualitative study was informed by a modified version of Straussian Grounded Theory. Thirty-four 34 rural Midwestern MSM participated in telephone interviews that assessed their PrEP adherence factors. Overall, participants adhered to the PrEP regimen, ranging from missing none to a couple of doses per month. Participants had high self-efficacy (competence) and self-reliance (autonomy) in taking PrEP daily. Participants incorporated PrEP into their already existing routines. Participants were motivated to adhere to prevent HIV acquisition and be financially responsible. All participants mentioned their PrEP provider discussed the importance of adherence with PrEP's effectiveness, but future patient-provider PrEP adherence communication varied among participants. Future PrEP adherence interventions should address counseling strategies that leverage these constructs to support pill taking. Future research should explore patient-provider conversations surrounding PrEP adherence to inform provider- and patient-level interventions.