Promoting reflection and reflexivity through narrative devices: Narrative mediation path qualitative multimodal method

Abstract

Purpose

The purpose of this paper is to discuss a reflexive process that makes a distinction between reflection and reflexivity, two processes the authors define according to the mentalization construct. Next, it explores how the narrative mediation path (NMP), a novel multimodal counselling method addressed to underachieving college students, promotes reflection and reflexivity by enhancing student ability to mentalize their university experiences.

Design/methodology/approach

The authors conducted an idiographic case study on one of the ten groups of underachieving students who participated in the counselling sessions.

Findings

NMP narrative modes (metaphoric, iconographic, writing, and bodily) promoted reflection, and group-level inter-subjective steps were essential for the development of reflexivity. Furthermore, it was found that in each narrative mode, the students developed reflective and reflexive processes through the attainment of mentalization dimensions.

Practical implications

The adoption of the NMP has some implications for universities. Many underachieving students in higher education often have reflexive difficulties when examining their university experiences, so could be considered average mentalizers who tend to show bias in their university experience signification when under stress. Promoting mentalization development can enable students to use their resources strategically at university and improve their academic performance.

Originality/value

The NMP is innovative because of its multimodality: it employs different modes and media, makes use of both individual and group narrative levels, and is integrated in a single method, which enhances the development of reflexive meaning construction.

Citation

Freda, M.F. and Esposito, G. (2017), "Promoting reflection and reflexivity through narrative devices: Narrative mediation path qualitative multimodal method", Qualitative Research Journal, Vol. 17 No. 1, pp. 2-19. https://doi.org/10.1108/QRJ-06-2016-0039