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The health issues returned and at that time it became clear that something more drastic had to be made. The subject eventually stopped to go out with the same people. This, together with the pressure coming from other friends and the family contributed to slowly changing his mind about drug abuse. The main person who helped the subject greatly was represented by the girlfriend. She was an occasional user of the same drug and when the situation worsened visibly she stopped using the drug and offered the interviewed person a lot of emotional support. She also tried to make him analyze the situation in objective terms. I believe that the fact that she left him when he started reusing drugs after the first period of recovery was an important factor which contributed to the development of the situation " She just left. And this is how I realized how big my problem was. I loved a drug more than a woman. When I realized this I also saw that I had neglected my studies, that I did not care about my future and that I was doing nothing but hurting...
Addiction is not an easy thing. I still liked the drug more than anything else, but I just could not stand the idea of being more affectionate of a thing like that than of a human being. It crossed my mind that what I was doing was nothing but a big mistake and I started taking things more seriously."
The part that I found most difficult was to ask such intimate questions. The interviewed person must have felt exposed. I sensed a slight negative emotional reaction when I tried to underline the importance of the subject belonging to a certain ethnic group. The most difficult part of the interview was that when he assumed responsibility for his actions. He felt guilty and weak. The most compelling thing I learned was the extremely powerful influence that the group of friends have upon the individual. I learned that it is very challenging to control my own emotions during the interview while still empathizing with the interviewed person. Both cover terms and descriptors were identified and interpreted.
Ethnographic Interview My name is Alex, I come from Como, Italy. It's right on the border with Switzerland, near Milan. I speak Italian, German, English and some French. I have lived in the U.S. For two years now. My family is still back in Italy. I'm the only one over here. I moved here because this is where my wife lives. We used to work for the same company in Singapore, and
They treasure what they have been lost since becoming destitute and homeless. On the opposite, American removes coming forward mostly. They yearn native land is actually for the memories about childhood which has gone forever. At the same time, the future is waiting for them in a broad space faraway." (Bai, 2007) V. DIFFERENCES in EDUCATION The work of Price and Briley (1999) entitled: "Culture, Education and Cognition: A Review and
This will protect not only the privacy of the individuals involved, but also their safety. Conclusion There are a variety of options I can consider in terms of entering and studying a prison population. In addition to entering the prison population itself, I would also consider the roles and interactions of the guards, head warden, nurses, visitors, lawyers, and priests where applicable. In terms of prison officials, the nature of my
interview techniques. DiCocco and Crabtree (2006) discuss different interview strategies. One is the unstructured interview, a technique that originates in anthropology study. This technique is used when the type of information to be gathered is not known, or is only loosely-defined, because the technique is open-ended. Eliciting insights is a key objective of this type of interview. A second interview strategy is the semi-structured interview. In this technique, the interviewer
He began to speak less formally, weaving his previously formulated questions into something that resembled a conversation. This led his interviewees to speak more candidly and with more self-reflection, moving beyond their celebrity images. Chirban's interactive interviewing required more empathy and listening skills on his part, but the trust that it established enabled him to enter the interviewee's world. The new relationship also allowed interviewees to reflect on their
ethnographic examination of how guidance teachers make sense of their caring abilities on the job. Also, it looks at the counseling services they offer to students. The findings illustrate the influence of Chinese (particularly Confucian) culture the in Hong Kong schools. Implications for promoting culturally responsive approaches to counseling and culturally competent practices for helping are discussed. The important 1990s government initiative to implement a whole school approach to guidance