http://journals.radford.edu/index.php/IJRLR/issue/feed The International Journal of Reminiscence and Life Review 2020-03-06T21:11:44+00:00 Thomas W. Pierce, Ph.D. tpierce@radford.edu Open Journal Systems <p>The International Journal of Reminiscence and Life Review (IJRLR) publishes original work exploring the nature, function, and application of remembering the personal past within a wide range of research contexts and practice settings.</p> http://journals.radford.edu/index.php/IJRLR/article/view/211 Reminiscing on Learning and Teaching: "I Believe..." 2020-03-06T21:11:43+00:00 James E. Thornton tpierce@radford.edu 2020-03-01T00:00:00+00:00 Copyright (c) 2020 James E. Thornton http://journals.radford.edu/index.php/IJRLR/article/view/205 From the International Institute for Reminiscence and Life Review to the International Center for Life Story Innovations and Practice (ICLIP) 2020-03-06T21:11:35+00:00 Juliette Shellman tpierce@radford.edu Gerben J. Westerhof tpierce@radford.edu 2020-03-01T00:00:00+00:00 Copyright (c) 2020 Juliette Shellman and Gerben J. Westerhof http://journals.radford.edu/index.php/IJRLR/article/view/206 Emotions are Salient in Prosocial Reminiscences 2020-03-06T21:11:36+00:00 Philippe Cappeliez tpierce@radford.edu <p>This study uses an incidental memory paradigm to examine processing of emotional information in three types of reminiscence (narrative, transmissive, and integrative). Better memory of emotional contents in prosocial reminiscences (transmissive and narrative) was expected on the basis of their hypothesized role in emotional regulation. Eighty-four participants between the ages of 20 and 85 (age groups: 20-44, 45-64, and 65-85 years) were randomly assigned to read one of three short stories exemplifying either an integrative, narrative, or transmissive reminiscence containing comparable amounts of emotional elements. As expected, participants assigned to reading the transmissive or narrative reminiscence recalled significantly more emotional elements than those having read the integrative story. This finding provides evidence for preferential processing of emotional information in transmissive and narrative reminiscences, which is in line with the putative role of these reminiscences in emotional regulation.</p> 2020-03-01T00:00:00+00:00 Copyright (c) 2020 Philippe Cappeliez http://journals.radford.edu/index.php/IJRLR/article/view/207 Writing Wisdom, Reviewing Identity: Positive Outcomes of Participating in a Memoir Course for Older Adults 2020-03-06T21:11:38+00:00 Marissa A. Bivona tpierce@radford.edu Patricia E. Kahlbaugh tpierce@radford.edu Christopher J. Budnick tpierce@radford.edu <p>Constructing a personal narrative&nbsp;and&nbsp;consolidating identity is an ongoing process that becomes pressing in the face of mortality.&nbsp;The current pilot study examined the process of life review in a sample of older people, specifically examining the effects of participation in a memoir course on wisdom, identity, and well-being. We hypothesized that wisdom, identity fidelity and coherence, and subjective well-being would increase for those in the memoir group compared to a control. Eighteen elderly individuals from two senior retirement communities were randomly assigned to participate in weekly classes, for four weeks, either to work on a memoir or discuss films (control group).&nbsp;After engaging in the process of organizing their life story and writing about important memories, the nine individuals in the memoir group scored significantly higher on self-report measures of wise reminiscence, identity fidelity, and subjective well-being compared to those in the control group. Furthermore, exploratory analyses found that wise reminiscence statistically mediated relationships between the memoir condition and the outcome measures of identity&nbsp;fidelity, identity coherence, and subjective well-being. These findings point to the benefits of memoir writing for positive aging as well as potential mechanisms underlying its effectiveness.</p> 2020-03-01T00:00:00+00:00 Copyright (c) 2020 Marissa A. Bivona, Patricia E. Kahlbaugh, and Christopher J. Budnick http://journals.radford.edu/index.php/IJRLR/article/view/209 Implementing Digital Life Story Work for People with Dementia: Relevance of Context to User Experience 2020-03-06T21:11:41+00:00 Laura O' Philbin tpierce@radford.edu Bob Woods tpierce@radford.edu Gill Windle tpierce@radford.edu <p>The purpose of this study was to explore user experiences of three different implementations of digital LSW. Sixteen individuals, including people with dementia (n = 6), family caregivers (n = 6), and care staff (n = 4) working in a dementia care home took part. Participants were interviewed about their experience of learning to use a digital life storybook in one of three contexts: a community group; one-on-one sessions at home; or in a care home. People with dementia and family caregivers took part in weekly workshops for six weeks. Care staff received six weeks of training and were then encouraged to use digital life storybooks with residents. Thematic analyses of each dataset were carried out. Participants enjoyed the intervention, found it useful, and valued the ability to use multimedia stimuli in the digital life storybooks. Limited information and communication technology (ICT) skills was the most frequently cited barrier, and the digital life storybooks were used for some additional unanticipated, but useful purposes. Results of this work provide evidence for the feasibility and positive impact of a supported digital LSW intervention, and the use of digital life storybooks in three contexts. Results also provide useful insight and feedback for the future development and implementation of this approach in research and practice.</p> 2020-03-01T00:00:00+00:00 Copyright (c) 2020 Laura O' Philbin, Bob Woods, and Gill Windle