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119 Appendix A: Phenomenological Research—Laughter and Humor A questionnaire was administered to a small sample of nurses and educators. These samples consisted of females between the ages of twenty-nine and fifty years of mixed marital status and race. Each protocol was separated into meaning units. That is, each response written by each participant was divided into a series of expressions, which, if read consecutively, match the original protocol. Next, each meaning unit was condensed to its central theme. The central themes were combined into the final formal step in this qualitative analysis, namely, the demarcation of the typical components of “why people laugh” and “what laughter does for people” for this sample of nurses and educators. To summarize, a review of the data allows for a description of the characteristics of the nomothetic characteristics of the phenomena. The nursing and educator groups are united to form a single unit here because the analysis of the protocols renders any differentiation arbitrary at this exploration phase. In describing why they laugh, the participants in this study indicated a variety of reasons. They seemed to laugh for the sake of laughter and to enjoy life, as well as at something perceived as humorous. Laughter helped lighten stress and covered up less pleasant feelings of sadness and frustration or nervousness and shyness. While some participants experienced laughter as an uncontrollable and spontaneous event, others highlighted their choice to laugh or how they were taught to see the brighter side of a situation. Participants identified a capacity to laugh alone or at self, but some preferred to share laughter, especially the “contagious” type, with others. The participants in this study emphasized the positive benefits from laughter: they felt good, relaxed, and positive, had unity of mind and emotions, and were glad to be alive. It also provided for an emotional release to ease stress, anxiety, and tension and to cover up nervousness appendix a 120 until participants could regain a coping strategy. On the other hand, laughing at inappropriate times could create embarrassment, and extreme laughter could lead to a painful side and nausea (Foerstner, Newman, & Koenig, 1985). On the following pages are a copy of the questionnaire and examples of typical components of phenomenological experience about why participants laugh and what laughter means (taken from Foerstner et al., 1985). Results Typical Components of Phenomenological Experience of Why Participants Laugh and What It (Laughter) Does for Participants in This Study: A Sample I. Nurses A. Why do you laugh? • to enjoy life, myself, and friends • allows participants to take changes in stride • cover up feelings of sadness, frustration, inadequacy, indecision when something is amusing • taught to see brighter side of situation, feel happy, and enjoy something • people joke, something comical happens, having fun with peers • feels good and brings joy into life if blue and down B. What does laughter do for you? • feel more relaxed • eases stressful situation • like self better • easier to live with • feels good • light and airy • relieves tension and anxiety • more positive II. Educators A. Why do you laugh? • reflection of feelings, enjoy life • at jokes, circumstances, self • uncontrolled response to something funny phenomenological research 121 • spontaneous during conversation from a joke or quick wit of participants or partner • when a situation makes a giggle rumble inside, and it bursts out B. What does it do for you? • feel “up,” relaxed, comfortable • hurts side and feel nauseated if laugh very hard • releases stress, feels good • releases energy Sample of Meaning Units and Central Themes A: response to “Why do you laugh?” B: response to “What does laughter do for you?” I. Nurses meaning units central themes A. 1. To enjoy life, myself, 1. To enjoy life, myself, and my friends and friends 2. Laughter/humor lightens 2. Lightens stress; makes stress and can make life life easier to adjust to; (the hard times especially) allows participants to take more easy to adjust to and changes in stride allows me to take changes in stride. 3. Occasionally I laugh 3. Easier than crying about because it’s easier than a bad situation crying about a bad situation. B. 1. Laughter makes me feel 1. Feel more relaxed; eases a more relaxed and eases stressful situation stressful situation. 2. I like myself better when I 2. Like self better when laugh; laugh. I’m easier to live with, easier to live with; makes and it makes me feel good. participant feel good. II. Educators A. 1. I...

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