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1
Bitter, James Robert. „Adlerian Group Counseling: An Experience“. Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/5235.
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Adlerian group counseling/therapy was initiated in private practice by Rudolf Dreikurs and developed more fully by his student/colleague, Manford Sonstegard. This is an experiential workshop, the endpoint of which is the development of a therapeutic community where the members of the group come to understand each other emotionally and dynamically, encouraging and supporting each other in the process.
2
Kailie, Josef S. „Inner healing prayer in a small group experience“. Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.
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Neale-McFall, Cheryl, und Rebekah J. Byrd. „Counseling Masters Student’s Personal Growth Group Experience“. Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/888.
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Participating in and experiencing a counseling growth group is a process that is required in all CACREP-accredited counseling programs. Existent literature suggests that multiple variables may impact participants’ learning in growth groups, and call into question the effectiveness of such groups. Overall, the majority of the research (Barnette, 1989; Hogg & Deffenbacher, 1988; Yalom & Leszcz, 2005) implies that growth groups have the potential to produce meaningful and positive outcomes; however, there are gaps in the literature that do not address the direct experiences of individuals in growth group (Berman & Zimpfer, 1980; Goodrich, 2008). This article presents research that utilized phenomenological methodology to explore the experiences of 13 counseling maters’ students who participated in a growth group as part of their degree requirements. Data were collected through individual interviews and focus groups. Eight themes emerged from the analysis in regard to group process and setting. Awareness gained by participants relevant to the perceived purpose of the group, as well as qualities of effective groupleadership, was also examined.
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Rodaway, Paul W. „Experience and everyday environment : a group reflective strategy“. Thesis, Durham University, 1987. http://etheses.dur.ac.uk/6846/.
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The distinctiveness of this thesis lies in its use of Group and Researcher Reflection. It is a responsive and experiential study, which has two main aims: to explore the phenomenon, experience in the everyday environment, and to develop an appropriate method. The study centres round Group Reflection, which consists of a small group of local residents (in Ushaw Moor, Co Durham), who met regularly over a year, to reflect together. They met to explicate and explore their experience, particularly heightened experience, of their everyday environment, and together to recognise themes, and so reveal, develop and share their understanding. The group collected their themes under three general headings: nature, buildings and people. A report summarising this Group Reflection was produced with the group. The whole of the Group Reflection forms the basis for subsequent Researcher Reflection. This seeks alternative orderings and interpretation of the material explicated, themes and experiences, and considers their relationship to the wider literature on environmental experience. A number of alternative themes, or gatherings, are suggested: looking language, social concept, ordering regimes, person-environment engagement. Then, the concepts experience, place and dwelling are explored in the context of everyday environment, and a number of speculations are made about the possible changing nature of dwelling. The study is inspired by Phenomenology, and therefore seeks to allow the phenomenon to speak of itself: through those who have direct experience of it, and it hopes to take into account the essential entanglement of what is studied with those who study. Finally, it seeks to encourage readers to continue the reflective journey into their own exploration of experience in the everyday environment.
5
Dehler, Christina M. „The effects of group membership and task experience on asynchronous computer-mediated group performance, group competencies and group member reactions“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ59219.pdf.
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McMillan, Kathleen Margaret. „The minority ethnic group experience in Scottish higher education“. Thesis, University of Glasgow, 2006. http://theses.gla.ac.uk/5893/.
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This study explores the contexts and learning experiences of a group of minority ethnic group learners as higher education students in the University of Dundee. The research serves a scoping purpose, aiming to examine the influences, values, attitudes, behaviours and policies that affect the learning experiences of these bilingual minority ethnic group students in the monocultural and monolingual Scottish educational system. An initial exploration of these factors lays the foundation for the further aim of appraising the ways in which ethnicity, cultural values and bilingualism contribute to the learning profile of such students. Quantitative data were obtained from public domain statistical records, and qualitative data from a pilot postal questionnaire, focus group meetings and single or paired interviews. Research literature underpinning and informing the study draws from various fields including anthropology, bilingual education, demography, cognitive psychology, education, language acquisition, linguistics and sociology. The voices of the students combine to provide a powerful commentary of their experiences and this gives rise to the emergence of several themes in this research. A key theme, the importance of identity, is one that is woven through this work. Changing emphases can be observed in the developing Ethnic, Academic and Global modes of Self as these mutate in response to tensions that arise for the students as they straddle the dichotomy of heritage and educational cultures. The difference that distinguishes resident bilinguals from dominant ethnic group students can be seen in their differing language profiles. Problematic aspects of learning at university can apply to all learners, but such difficulties seem to be accentuated in the case of resident bilinguals. The acquisition of academic literacies is one such problematic area and, while both resident bilingual and dominant ethnic group students can be challenged in these areas, this can be in subtly different ways.
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Parker, Kenneth. „A group experience in counseling Black conduct disordered adolescents“. DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1990. http://digitalcommons.auctr.edu/dissertations/3066.
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The purpose of this study is to confirm whether or not group counseling improves the self-concept and associated behaviors in Black American adolescents who are assessed to be conduct disordered. The instruments utilized in the study are the Tennessee Self-Concept Scale and the Devereux Adolescent Behavior Rating Scale. Twenty (20) subjects were randomly selected from a population of behavior disordered adolescents. Ten (10) subjects were randomly placed in control and ten (10) experimental groups. The study was implemented by two counselors employed by the community agency conducting the study. Two (2) hypotheses were examined in this study. Analysis of Covariance was used to analyze the data. The variables selected for the study included the following: Positive Score-Identity, Moral-Ethical Self, Personal Self, Total Positive Score, Unethical Behavior, Defiant-Resistive, Poor Emotional Control and Inability Defiant-Resistive, Poor Emotional Control and Inability to Delay. The two null hypotheses were rejected and were significant at the p<.05 level indicating a significant difference between the control and experimental groups. The results of this study supported the hypotheses that Black American conduct disordered adolescents who received group counseling will have significantly higher self-concept and behavioral profiles than adolescents who do not receive such counseling. The utilization of this counseling modality can improve the behaviors of Black American adolescents who have conduct disorders.
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Beuster, Vivette. „The co-construction of experience during multicultural group encounters“. Thesis, University of Surrey, 2007. http://epubs.surrey.ac.uk/843884/.
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Researchers have examined non-native English speaking (NNES) student integration problems and survival strategies in U.S. academic classes mainly from NNES student perspectives. Noticeably scarce or absent are studies investigating the role of U.S. students during multicultural interactions, the impact of NNES students on U.S. students, or the socially constructed nature of group work. Guided by a social constructionist methodology, this study approached group work interaction from both a U.S. and NNES college student perspective. Intensive interview data were gathered and analysed by employing constructivist grounded theory strategies, which exposed behaviours and processes participants reported using in groups. Discourse analysis was used to gain a deeper understanding of what participants tried to achieve with their language. The findings confirm that multicultural interaction is extremely complex and changeable and poses difficult but different interpersonal problems for both parties, though NNES students are more profoundly affected. Analyses suggest that students used a discourse of difference to position themselves and others. In the discourse, U.S. student group work conduct was used as the standard against which NNES student behaviour was measured. The discourse favoured U.S. students and disturbed power circulation accordingly. Positioning acts and story lines anchored in the discourse seemed to be part of changeable substructures, specific to the individual and the situation. The substructures, consisting of needs and expectations, formed the local moral order that determined participants' rights and duties. Positioning involved complicated decisions about whether individuals should take social risks, leave comfort zones, reposition themselves, revise story lines, perform emotion work, or change ideas and expectations. Consequences of decisions were group inclusion or exclusion, becoming visible or invisible in class, and learning or not learning from group encounters. Trying to alleviate U.S.-NNES group interaction problems involves a broad approach that includes creating institutional commitment to diversity through setting meaningful educational goals and making individuals aware of personal stakes and responsibilities.
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Ohrt, Jonathan. „The Effects of Two Group Approaches on Counseling Students' Empathy Development, Group Leader Self-Efficacy Development, and Experience of hte Therapeutic Factors“. Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3732.
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Counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) require their students to participate in a group experience as a member for 10 clock hours over the course of an academic term (CACREP, 2009). In addition, the Association for Specialists in Group Work (ASGW) recommends that students participate in a group experience as a member or a leader for at least 10 hours and states that 20 hours of participation is preferable (ASGW, 2000). Counselor education programs satisfy the requirement in a variety of ways (Anderson & Price, 2001; Armstrong, 2002; Merta et al., 1993); however, the two most common types of groups are unstructured (e.g., personal growth) (48%), and structured (e.g., psychoeducational) (38%), both requiring some level of self-disclosure by students (Armstrong, 2002). The purpose of this study was to investigate the effects of two group approaches on counseling students' empathy development, group leader self-efficacy development, and their experience of the therapeutic factors. More specifically, this study compared personal growth groups and psychoeducational groups on the constructs of: (a) cognitive and affective empathy (Interpersonal Reactivity Index ; Davis, 1980), (b) group leader self-efficacy (Group Leader Self-Efficacy Instrument ; Page, Pietrzak, & Lewis, 2001), and cohesion, catharsis, and insight (Curative Climate Instrument ; Fuhriman, Drescher, Hanson, & Henrie, 1986). In addition, the study explored pre to post intervention change for each group on the constructs of cognitive and affective empathy and group leader self-efficacy. The statistical analyses in this study included (a) MANCOVA, (b) disrciminant analysis, and (c) repeated-measures ANOVAs. The participants in personal growth groups valued catharsis and insight at greater levels than participants in the psychoeducational groups. Additionally, there was not a difference between the groups at posttest on cognitive empathy, affective empathy, or group leader self-efficacy. Further, neither group experienced a change in cognitive or affective empathy from pre to post. However, both groups did experience an increase in group leader self-efficacy from pre to post.Ph.D.
Department of Child, Family and Community Sciences
Education
Education PhD
10
Holmes, Jason Kenneth. „Inside a gay world : a heuristic self-search inquiry of one gay man's experience of a 'cultic' gay male friendship group“. Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/33072.
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This thesis is a Heuristic Self-Search Inquiry (HSSI) that explores the personal experience of one gay man's participation in a gay male friendship group whose culturally constructed sense of being gay, characterised by specific places, customs and practices the researcher considers 'cultic'. The study is undertaken through the researcher who found himself outside a closed group of emotionally intimate gay friends, which represented an entire world. Using the HSSI model created by Sela-Smith (2002), this profoundly personal qualitative study considers the researcher's internal experiencing as the primary source of knowledge. Material from online images, academic papers and personal writing of the inquirer's lived experience of the research topic provided for periods of contemplative incubation and illumination, typical of HSSI. The output was the depiction of six emergent themes that highlight the qualities and nuances of the topic: pain, frustration, mistrust, joy, disgust and confusion. The other main findings are: this gay male friendship group developed characteristics of a symbolically enclosed cultic institution; that gay men are susceptible to forming cultic relationships; and a depth of distress experienced when intimate friendships between gay men fail. The findings finish by offering a creative synthesis, which captures the resultant integrated understanding of the experience in the form of a short story. Recommendations are made for counselling professionals to trouble their understanding of gay male friendship groups, and for public and third sector organisations working with Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) identifying peoples to begin discussing interpersonal issues inside LGBTQ populations.
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Milan, Anne Marie. „The characteristics and experience of cohabitors as a heterogeneous group“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0022/NQ35475.pdf.
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De, la Cornillere Wendy-Lynne. „Participants’ experience of the Bishop Lavis Rehabilitation Centre stroke group“. Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/1695.
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Thesis (MPhil (Interdisciplinary Health Sciences. Speech-Language and Hearing Therapy. Centre for Rehabilitation Studies))--University of Stellenbosch, 2007.Current emphasis for rehabilitation in South Africa remains on individual intervention within the move towards primary health care. Primary health care is the strategy that has been adopted by the South African department of health to bring access and equity in health care services. Even so, the burden of providing effective rehabilitative services with limited resources requires innovative strategies, such as the use of therapeutic groups, to address certain aspects of rehabilitation. These strategies must be proven effective. There is a paucity of literature detailing the uses of group therapy in physical rehabilitation, and particularly the use of interdisciplinary group work in stroke rehabilitation. Furthermore, evidence shows that stroke survivors feel ill equipped to return to their communities despite rehabilitation. Stroke is a major cause of death and disability in South Africa, and is a condition shown to benefit from rehabilitation. These factors led to the selection of the Bishop Lavis Rehabilitation Centre stroke group as the setting for this study, which aims to describe the range of experiences relating to attendance or non-attendance of those referred to this programme. This descriptive study, employing quantitative means (to describe the demographic details of the participants) and qualitative means (to describe the experiences of participants), was conducted with twenty participants. Data was collected by means of an administered questionnaire. Following that, a focus group discussion involving six participants was used to gather in-depth information. Quantitative data was analysed with the assistance of a statistician, utilising the computer program, Statistica. The Chi-Squared, Kruskal-Wallis and ANOVA tests were used, with p>0.05 showing statistical significance. Qualitative data was thematically analysed, whereby data was categorised by means of an inductive approach. The study population consisted of 20 participants, with an average age of 59 years, of whom 15 were female and five male. The stroke group provided meaning to participants on two levels. On a psychosocial level, the phenomena of universality (identifying with others in a similar position), development of socialising techniques, imparting information and cohesiveness emerged strongly. On the level of meaning related to stroke recovery, improvement in ability to execute activities of daily living, mobility and strength were most frequently mentioned. Transportation issues were most commonly mentioned as factors negatively influencing attendance. Staff attitude and activities of the programme were most often cited as positive factors. Given the positive response of study participants, and the programme’s ability to sustain intervention with limited resources, it was concluded that this programme has a valid place within stroke rehabilitation in Bishop Lavis. Recommendations in terms of the group programme included investigating methods of providing transportation, providing childcare facilities and expanding the content of educational sessions. Further recommendations were to maintain the positive attitude of staff and the current activities of the programme. Frequency of group outings should also be increased and compensatory strategies for inclement weather must be explored.
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Payne, Helen. „The experience of a dance movement therapy group in training“. Thesis, University College London (University of London), 1995. http://discovery.ucl.ac.uk/10019149/.
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This thesis explores the experience of a dance movement therapy group as part of a post graduate diploma course in higher education. The prime focus is the students' perspective of the group training as preparation for their subsequent role as dance movement therapists in practice. The research follows a group of seven students through a two year dance movement therapy group experience using an action research methodology in a collaborative mode. Through a series of systematic, planned, in-depth, semi-structured interviews, it uses the students' own account of the experience and correlates this with their practice as trainees. The third and final year fieldwork explores, from the students' perceptions, the way such an experience is integrated into eventual practice. The thesis is grounded in a literature review drawn from the psychotherapy, counselling and arts therapies fields. An international survey of training organisations for the arts and psycho therapies provides significance of the group experience in the training of arts therapists. The major conclusion is that although group experience in dance movement therapy is crucial for the training of dance movement therapists it requires extremely sensitive handling to cope with the feelings of loss, anger, grief and struggles with models of practice. There are, in addition, many difficulties experienced in learning to be a group as well as an individual within the group. The issue of authority in particular, which is central to any course in higher education, has to be carefully worked through for these students. The thesis concludes with recommendations for curriculum development in the post graduate training of dance movement therapists and allied professions.
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LaSala, Mary Ellen. „The Experience of Pregnant Adolescents Living in a Group Home“. Thesis, Adelphi University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10610422.
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Adolescent pregnancy and parenthood have been identified as national public health problems and are topics of intense debate in the United States because of their impact on maternal and child health and on the social and economic well-being of the nation. While many types of parenting programs are available to the adolescent mother, not one approach has emerged as the most effective to decrease subsequent pregnancies and to improve mother and child health. Using Husserl's Phenomenology as a philosophical underpinning, what it means to be a pregnant adolescent living in a group home was explored. Data were collected from volunteers who had lived in two group homes in a suburban county in the Mid-Atlantic area of the U.S. In-depth, one-on-one interviews using a semi-structured guide were completed with eight participants. Giorgi's steps for analysis of the verbatim transcripts were used to develop essences and the essential structure about the phenomenon understudy. The participants' ages when they lived in the group home ranged from 13-17 years; the time they lived in the group home was between one to two years and some adolescents, after delivery, lived in the group home from six months to two years. Three themes emerged, each with subthemes, describing the participants' experiences: The environment with its rules and structure was experienced as either supportive or not in day-to-day living; Balancing adolescent expectations and needs impacted pregnancy and parenting; and Defining motherhood focused on the basics and was influenced by the participants' own mothering. The study's fmdings were compared and contrasted with well-known nursing, individual development, and parenting theories and relevant research findings. Nurses who care for adolescents throughout their pregnancy and the postpartum period are uniquely positioned to influence their development as mothers.
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Wong, Wang-fai Rochester. „Hong Kong teachers' experience on project work“. Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23472595.
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Rucks, Lana Juliette. „Me, women, and math the role of personal and collective threats in the experience of stereotype threat /“. Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1204661976.
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Lackey, Lara Marie. „Art experience in a group setting : a study of four young subjects“. Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28095.
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This thesis provides an analysis of video recordings and written observations of four preschool-aged children as they spontaneously explored art materials within a group setting. The focus of analysis is the extent to which subjects interacted with other children and adults during art material use, and the effect of interaction on the subjects' uses of materials. For each subject, data are categorized and presented according to location, type, and approximate length of activity; presence or absence of others; and types of interactive behavior: watching, verbal interaction; imitation; and distraction from the activity. Descriptive passages are presented which detail specific episodes of interaction, and behaviors of adults interacting with subjects are also described. The conclusions argue for heightened awareness of social interaction as a factor in children's art experiences.Education, Faculty of
Graduate
18
Kelly, Ian Darrell. „The development of shared experience learning in a group of mobile robots“. Thesis, University of Reading, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360080.
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Naylor, Amy Rose. „Exploring the utility and phenomenological experience of group and individual clinical supervision“. Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6981/.
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Volume One. Volume one comprises of three chapters. The first chapter is a systematic review of research into the utility of group format clinical supervision in the clinical practice of therapists. The second chapter is an empirical paper which explores the phenomenological experience of clinical supervision from the perspective of clinical psychologists. The final chapter is a public dissemination document which provides an accessible summary of the above documents. Volume Two: Volume two consists of five clinical reports. The first report presents the case of a woman with a moderate learning disability and low mood, formulated using behavioural and psychodynamic theory. The second report is a service evaluation exploring the utility of a set of easy read, adapted maternity notes for expectant mothers with learning disabilities. The third report presents an analogue assessment completed to aid a staff team in the support of a service user with agitation in the context of dementia. The fourth report presents a behavioural approach in the support of a female who experiences compulsive hair pulling. The final report is the abstract of an oral presentation describing how acceptance and commitment therapy was used to support a male with cystic fibrosis and low mood.
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Friedman, Laurie A. „Patient Experience of Privacy while Participating in Group Healthcare: A Phenomenographic Description“. Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104883.
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Thesis advisor: Danny G. WillisPurpose: The purpose of this qualitative research was to describe the phenomenon of privacy as experienced and conceptualized by patients who participated in the CenteringPregnancy model of group healthcare. Background: In healthcare, privacy is an ethical and legal right. Healthcare providers have an obligation to protect patient privacy and confidentiality. Group healthcare is an innovative approach that brings together a group of patients with a team of providers, offering the opportunity for holistic, integrated, and coordinated healthcare. Group healthcare challenges how healthcare providers manage privacy and confidentiality. Knowledge about patients’ experiences of privacy during group healthcare such as CenteringPregnancy is fundamental to developing an understanding of the risks and benefits incurred during group healthcare visits. Research focused on uncovering the patient experience of privacy within the context of group healthcare can provide useful direction for improving the patient care experience and health outcomes. Research Questions: 1) What is the privacy experience of women who participated in CenteringPregnancy? 2) How does the patient experience of privacy in a group healthcare setting differ from the experience of privacy during individual care? Methods: This qualitative research used phenomenography to examine the experiences of privacy for 15 women who participated in CenteringPregnancy at a large multisite, multispecialty healthcare practice. Results: Four main concepts related to privacy were identified. My Privacy: Agency of the Self emerged as the primary conception of privacy for both group and individual care settings. My Provider: Protecting My Privacy focused on the critical role of the group facilitator in protecting confidentiality and establishing group privacy. The Dynamics of Group Privacy encompassed the relational processes of trusting, respecting, and sharing. Benefits of Participating in Group Healthcare included friendship, comradery, learning, and relief of feelings of isolation, fear, and anxiety. Conclusions: Women’s experiences of privacy within the context of CenteringPregnancy were positive. Findings can guide recruitment efforts and the facilitation and management of the group environment. Healthcare providers can offer a full description of privacy within group healthcare settings as part of recruitment and informed consent and emphasize the shared responsibility for group privacy among all members in the group
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Connell School of Nursing
Discipline: Nursing
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Weierbach, Florence M., und Marietta P. Stanton. „Rural Community Case Management Experience for BSN Students: A Focus Group Evaluation“. Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7365.
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BACKGROUND: This presentation concerns the evaluation of an additional clinical experience in case management for senior baccalaureate students. During their final leadership course, nursing students can elect to do an additional 80-hour precepted clinical experience focusing on case management in primary care clinics. As part of that experience, they rotate through seven nurse-managed rural primary health clinics in Tennessee.
METHOD: As part of the evaluation process, students and preceptors were asked to review the experiences that students had participating in the clinical.
RESULTS: For the most part, students were highly satisfied with the case management experience and thought it provided an additional skill set for them as they were completing their final year in nursing school and preparing to enter the nursing workforce as graduates of the Bachelor of Science in Nursing program.
CONCLUSION: A community case management clinical opportunity in primary care allows a community experience for students that provides them with an opportunity to witness an RN practicing to the full scope of the license.
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Morton, James R. Jr. „SUPERVISORS’ EXPERIENCE OF RESISTANCE DURING ONLINE GROUP SUPERVISION: A PHENOMENOLOGICAL CASE STUDY“. OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1404.
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Leaders in higher education institutions throughout the United States regard distance learning as an important part of their long-term strategic planning (Allen & Seaman, 2015). Counselor education and supervision training programs are following this trend as demonstrated by the increase of online programs being offered to train professional counselors (Renfro‐Michel, O'Halloran, & Delaney, 2010). Some studies have investigated how online supervision compares to in-person or face-to-face counselor training (e.g., Lenz, Oliver, & Nelson, 2011). However, little is known about counselor educators’ experiences of online group supervision. A phenomenological case study explored the counselor educators’ lived experiences of resistance during online group supervision in Council for Accreditation of Counseling and Related Educational Program (CACREP) accredited programs. The results of the study identified four themes: the supervisory relationship matters, differences exist between online and face-to-face supervision, positionality and privilege influence resistance, and resistance is dynamic. The study’s findings could enhance the field’s understanding of resistance and expand on how to consider and approach resistance during online supervision.
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Rawlings, Emma. „Educational psychologists' experience of taking part in group supervision : a phenomenological study“. Thesis, University of East London, 2013. http://roar.uel.ac.uk/3977/.
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This study offers an insight into eight educational psychologists’ (EPs) experiences of being supervised in a group. Two males, six females (aged between 29 and 64), working as EPs in one of two local authorities in England took part in semi-structured interviews. Their experience as EPs ranged from one year to 36 however they all had a minimum of one year of experience of group supervision. Transcripts of the interviews were analysed using Interpretative Phenomenological Analysis (IPA), a qualitative methodology. Researchers using IPA are interested in the individual and see those individuals as experts in their own experience. In a model by Hawkins and Shohet (2006) commonly known as the ‘Seven Eyed Model of Supervision’, a multi layered approach to supervision is suggested. This dovetails with Adair’s (1986) Functional Management Approach of effective groups which talks of groups needing to attend to the individual, group and task needs in unison. These models are at the heart of this study which found that the experience of EPs in group supervision can also be considered as a three layered experience where the PURPOSE, PROCESS and PERSONAL NEEDS, the three Ps of group supervision, are simultaneously interacting. This thesis was produced at a time where, once again, educational psychologists were faced with huge changes in the education system. I anticipate that group supervision across the children’s workforce will become an area of rapid growth and educational psychologists are well placed to be at the heart of this growth. However for this to happen we need to ensure that group supervision is not misunderstood and, therefore, the findings of this study offer a unique opportunity in understanding what it feels like to be supervised in a group.
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Day, Michael Lewis. „Adolescence : the importance of the peer group and friendship“. Thesis, Brunel University, 1987. http://bura.brunel.ac.uk/handle/2438/5238.
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This thesis is concerned with the nature of the peer group experience and friendship patterns amongst a sample of 3rd, 4th and 5th year secondary school pupils. The thesis has four parts and a General Introduction in which the need for more sociological research in the area of the peer group and friendship is asserted. Certain themes are developed in relation to the peer group and friendship, and arguments for the research established. In the final part of the General Introduction consideration is given to the nature of the sociology of youth in relation to social class and age grading in society. Part One has three Chapters. The first deals with recent research into the peer group, most of which is American in origin with the exception of certain ethnographic studies which have been published in this country over the last few years. In Chapter Two research into friendship is considered with Chapter Three providing a critical evaluation of the research presented. A general schema is provided, drawing on the literature review which provides the basis for the development of research methods and the subsequent research programme. Part Two establishes the basis for the thesis research and has one chapter. Four objectives are explored. The first concerns the importance of friendship to young people, the second with levels of friendship, the third with deriving definitions of friendship. The final objective examines the effects of age and sex on friendship and is compared with the findings from four significant studies undertaken in this area. Sociometry is considered in relation to "mapping" a group, a self esteem inventory is developed and the Higher Schools Personality Questionnaire evaluated with a view to measuring a number of personality traits. In Chapter Five of Part Three a research design for quantitative and qualitative research is presented. The data are presented in Chapters Six and Seven. 371 young people completed a questionnaire into their friendship and peer relations and two peer groups were intensively involved in group discussion in an endeavour to provide more detailed information on friendship and peer activities. The final part, Chapter Eight, is devoted to a detailed consideration of the findings from the research in the light of the established objectives. An appraisal is undertaken of the extent to which new knowledge has been provided in the social sciences regarding the peer group and friendship.
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Wileman, Deborah. „Changing directions? : the experience of young offenders who attend a group based intervention“. Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/27669.
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Introduction: Youth crime has serious social and economic consequences for the young people involved, their families, communities and society. Group based interventions have demonstrated efficacy in reducing rates of recidivism but little is known about the experience of young people who attend such programmes. The current study aimed to explore the experiences that young people at risk of re-offending have of attending a group based intervention, to identify what factors impacted on how the young people experienced the intervention and to explore what impact attendance at the group had on the young people's lives during and after their attendance at the group. Method: Participants were six young people at moderate to high risk o f re-offending who had attended a group work intervention to address their anti-social behaviour. The group is a thirteen week intervention that aims to reduce recidivism, reduce endorsement of beliefs supporting anti-social, aggressive and offending behaviour and to increase capacity for social problem solving and moral reasoning. Semi-structured interviews were conducted and analysed using Interpretative Phenomenological Analysis (IPA). Results: From the analysis o f interview materials, five super-ordinate themes emerged that captured the participants' descriptions o f their experience of the intervention. These super-ordinate themes were Personal Development and Learning; Group Membership; Cognitive Shift; Relationships and Ending. Discussion: The results are discussed and consideration is given to the clinical implications. A methodological critique is provided along with reflections from the researcher.
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So, Wing-yan, und 蘇泳姻. „The experience of learning German of a group of university students inHong Kong“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43241189.
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Zhang, Lanyun. „Using mobile technology to facilitate the user experience of group holiday decision-making“. Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/51935/.
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With the increasing expenditure of international tourism around the world, the topic of studying group holiday decision-makings has drawn attentions in the fields of tourism research and business management (Mottiar & Quinn, 2004; Wang et al., 2004; Carr, 2005; Jacobsen & Munar, 2012; Assayer et al., 2011). Yet, the user experience of tourists in groups has been reported to be in need of improvements (Garcia et al., 2009). For example, such user experience lacks effective information sharing among group members, a convenient communication environment, and an efficient decision-making support (Decrop, 2005). A possible solution is technology, such as smart phones, that this technology has evolved from single-purpose communication devices into dynamic tools that support users in a wide variety of tasks (Böhmer et al., 2011). This thesis is devoted to studying the user experience related to technology-supported group holiday decision-making. It aims to investigate how mobile technology can help a group of people to make holiday decisions with a view to enhance the user experience. This thesis reviews theoretical approaches to help understand the concepts and related works (Chapter 2). Research methods are also discussed, including the framework of user-centred design employed in this research, and the challenges of exploring user experience in this context (Chapter 3). This thesis investigates the user experience of how tourist groups plan their trips, including an understanding of user behaviour and requirements. It proposes a model of group trip planning process to describe the core elements of group holiday planning (Chapter 4). Then, it explores a number of factors that influence the group holiday planning process (Chapter 5). Next, tourism information presentation is examined in terms of exploring the characteristics of different types of textual tourism information on the Internet and how the perceptions of tourists are affected by these different types of information accordingly (Chapter 6). Design implications are derived and discussed to guide the design of technology, for the purposes of facilitating group holiday planning process. Chapter 7 describes the three key elements considered in this design of mobile technology: usability, personalisation, and enjoyable user experience. The development of a prototype of this technology, #GT-Planner, is also elaborated (Chapter 7). Finally, this thesis investigates the user experience of this prototype (#GT-Planner), in which both subjective approaches (i.e., questionnaires and interviews) and objective approach (i.e., physiological measurement) are employed (Chapter 8). #GT-Planner is shown to facilitate the group holiday decision-making process and result in an enriched user experience. The thesis primarily discusses the understandings of the user experience of group holiday decision-making, the design implications for group holiday decision-making, the framework of user-centred design, and methods for examining the users in a group and evaluating the technology. Finally, findings and conclusions are specified and highlighted, along with a discussion of the contributions derived from this thesis and the avenues for future work.
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McDonald, Regina Mary. „The lived experience of older adults participating in a social support network group“. Thesis, Australian Catholic University, 2012. https://acuresearchbank.acu.edu.au/download/b0a24fdadcd307d279eddd2b5bcd2a460d5b8a1e6ab7dd9c52d5e1163bd8e9b4/2170664/McDonald_2012_The_lived_experience_of_older_adults.pdf.
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Introduction: This thesis explored the experiences of older people participating in social support groups using a mixed method design of qualitative and quantitative paradigms with the qualitative design taking the primary data collection role. Social support commonly refers to the availability, or actual provision of relationships, information and assistance. Instrumental support constitutes a range of services that may include domestic services, shopping, and transport. Alternatively, expressive support assists in maintaining a level of independent functioning and reduces social isolation by having contact with others. However, most support services often focus on physical functioning and disability only, and do not address emotional and psychological support (referred to as expressive support) so often required by the older adult to maintain physical and psychological well-being. Therefore, independent and functional older adults often find themselves feeling desperately lonely, socially isolated and in a state of despair as a consequence of the lack of support and contact with their peers which may result in the development of psychological problems including depression. There are limited community support services available to address these problems that reinforce the body as needing care and support but that the mind or psyche or emotions do not. This has been referred to in the philosophical literature as Cartesian dualism or mind-body split. Social support groups, where older adults engage with their peers, have the capacity to address this problem through social networking and social trust and reciprocity that facilitates social integration for mutual benefits, and in the process, builds social capital. Aim: The two studies reported in this thesis are independent. However, the findings were compared to see if differences in group participation emerged. The aim of this study was to better understand the benefits that older adults may receive from social engagement with peers and the impact this may have on their health and well-being. Method: The study employed a mixed method research design using hermeneutic phenomenology as the qualitative foundation to obtain a better understanding of the lived experience of older adults, and quantitative methods to provide complementary information about the benefits received from participating in groups as a means of social support, and explored the relationship of this phenomenon to their health and well-being. Data from the latter were examined utilising descriptive and inferential statistical analyses. Findings: Group membership and peer support appear to provide a platform for achieving and maintaining emotional health and well-being enhancing social capital. Being part of the group encouraged the development of enduring relationships that offered experiences of humanness, interconnectiveness and consolidation of their social world. The findings suggest that being part of a group raises self-esteem, promotes a sense of self-worth and increases feelings of self-confidence. This culminates in a feeling of well-being that may reduce psychological morbidity and mortality. Additionally, group membership provides a forum that supports the concept of health promotion and illness prevention among this cohort of older participants.
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Mohamad, Yusoff Salmah. „Experience in teaching and learning group work among counsellor educators and counselling trainees“. Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/48356/.
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This research aims to explore the experiences of counsellor educators and counselling trainees of teaching and learning group work. Group work is one of the core courses that aims to prepare trainee counsellors to be group work leaders. However, there is no specific research that explores the preparation of counselling trainees for group work practice from both trainees’ and educators’ perspectives. In this qualitative study, the counsellor educators’ and counselling trainees’ experiences of teaching and learning group work courses are explored. As a collective case study, in-depth exploratory data was collected from six group work lecturers and six groups of undergraduate counselling trainees from three Malaysian public universities and analysed using thematic analysis. The analysis highlighted three important components, which are: 1) experiential learning activities, 2) therapeutic factors in group work training, 3) personal qualities in relation to teaching and learning group work and 4) the interaction of experiential learning activities, personal qualities and therapeutic factors during the teaching and learning group work. These elements are interrelated in the process of understanding both educators’ and trainees’ experiences to promote the best practices in teaching and learning group work courses, especially for informing counsellor educators about the process of teaching and learning group work in counsellor education.
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Carr, Catherine. „Modelling of intensive group music therapy for acute adult psychiatric inpatients“. Thesis, Queen Mary, University of London, 2014. http://qmro.qmul.ac.uk/xmlui/handle/123456789/26966.
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Background: Acute inpatient stays are decreasing. Evidence for music therapy in mental healthcare exists but practice varies. Short admissions and therapy frequency (usually weekly), limit access, yet acceptability of increased frequency to patients is unknown. Research to model processes and outcomes of intensive provision may identify how best to provide for acute contexts informing clinical practice and future research. Methods: 114 patients admitted to hospital with acute mental health problems were recruited. Patients attended group music therapy 1-3 times per week during admission. Repeated measures assessing patient experiences, session appraisal, motivation and commitment were completed. Questionnaire thematic analysis identified important processes which were coded from session recordings. Multilevel modelling was used to examine associations between music therapy components, session appraisal, motivation, commitment and subsequent attendance. End of therapy interviews with 16 patients explored changes experienced and views on therapy frequency. Results: Attendance was 3 times greater for patients with 3 sessions per week. The majority found increased frequency acceptable and beneficial. Processes of engagement, emotional expression and social connection suggested active music-making, synchrony and singing to be important for group cohesion. Singing was significantly associated with appraisal and motivation. Musical initiation by group members was associated with motivation and commitment. All three outcomes were associated with each other, with session appraisal and increased frequency independently associated with subsequent attendance. Patient attributions for change included creativity, experiential learning and therapist directed reflective discussions. Conclusion: Intensive group music therapy is acceptable to the majority of patients, perceived as beneficial and increases access. Intensive provision is associated with greater engagement and positive experiences, which in turn, are associated with group commitment. Patient experiences can inform practice. Further research should examine effectiveness of intensive provision. Therapists should continue to prioritise engagement through active music-making and singing, and services consider implementation of intensive provision.
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Vaughan, Karolyn, of Western Sydney Nepean University und School of Health and Nursing. „Mother, baby residential admission : the mother's experience“. THESIS_XXX_SHN_Vaughan_K.xml, 2000. http://handle.uws.edu.au:8081/1959.7/340.
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Becoming a mother is a challenging time and for some women the lifestyle adjustment can be very stressful. In combination with the changes in family structure mothers are increasingly seeking professional support and assistance in the care of their infants and children. Child and family health services in NSW offer varying levels of professional support and education, including 24-hour residential care. The purpose of this study is to explore and describe the mothers' perceptions and experiences of residential admission to a Child and Family Health Unit - Karitane. This study is descriptive in nature. Sixteen English speaking mothers admitted to Karitane in 1998 took part in the study. Focus groups were the main source of data for the study. The focus groups were undirected, conversations recorded and written notes taken. Additional data were collected by a questionnaire to determine the demographic characteristics of the mothers. The mothers' indicators of depression were scored using the Edinburgh Postnatal Depression Scale (EPDS). Each mother completed the EPDS during the admission period and at the time of the focus and respective comparison was made. Data analysis revealed that the mothers' EDPS scores had decreased significantly at the time of the focus group meeting. The key concepts that emerged in the mothers' descriptions of their experiences were the importance of the development of the professional relationship, equity and access to parenting services, particularly for the partner, and the need for services to promote and provide realistic parenting education with an early intervention focus. The implications of the findings lend support to health care professionals in lobbying government for the necessary funds, in providing increased access to quality parenting services.Master of Nursing (Hons)
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Wong, Wang-fai Rochester, und 黃宏輝. „Hong Kong teachers' experience on project work“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B3196266X.
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Benson, Adam Douglas. „Does group member experience affect decision quality and user satisfaction with collaborative technology? a study of the technology-group interaction process /“. Online access for everyone, 2008. http://www.dissertations.wsu.edu/Dissertations/Summer2008/a_benson_080508.pdf.
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Edmonds, Timothy, und Terry Maher. „Virtual Teams and The Group Creative Process : How does the group creative process function in a virtual team enviroment?“ Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-227032.
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The purpose of this paper is to explore group creative processes in a virtual environment to better understand how virtual communication influences creativity. After reviewing literature, a theoretical foundation in creativity was established and with three common themes derived: Task motivation and task orientation, social environment and participation, and communication. This was coupled with a review of current virtual team interaction theories, demonstrating intersections between them. The method used was a qualitative exploration using semi-structured in-depth interviews. The interviews were conducted via VOIP, with notes and recordings taken for further analysis. Analysis was conducted on the three common creative themes viewing virtualization as the mediator. Trends emerged demonstrating that asynchronous communication had a substantial influence on group creative processes. Conversely, virtual teams employing real-time communication found little influence on the creative process. Other anecdotal trends can be seen regarding motivation and social environment. This paper identifies key areas where virtualization influences the group creative process, and provides a base for future suggested research.
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Willer, Marianne E. „Working with the effects of addiction, a group psychotherapy experience with Women Healing Together“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ62865.pdf.
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Ling, Wai-yu, und 凌蕙如. „Volunteering experience of older volunteers in Group Work Units/SocialWelfare Department in Shamshuipo District“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B44570107.
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Frender, Jesse. „Exploring the experience of adult participants in therapeutic enactment, a group-based trauma intervention“. Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/47072.
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Counselling and psychotherapy literature frequently reports that group-based interventions are effective and appropriate for addressing psychological trauma. Predominantly, this literature is grounded in theoretical assumptions about the process of healing trauma, or the clinical experiences and observations of clinicians. Although a small and growing body of empirical outcome studies exists, virtually non-existent are investigations into clients' own experiences of the process of group trauma therapy. On the premise that understanding client perspectives is integral to refining intervention techniques and shaping future empirical research, the present study is an inquiry into participants' experiences of therapeutic enactment (TE), a multimodal group-based trauma intervention. Following their participation in the intervention, participants were interviewed using a video-assisted method known as interpersonal process recall (IPR), with the aim of accessing their experience in a more immediate, less retrospective way than more frequently used interview methods. The interview transcripts were analyzed thematically and are re-presented herein as three distinct accounts of experiencing therapeutic enactment. Insights for both clinical and research development are discussed.
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Ervin, Jennifer, und Jennifer Ervin. „Group Norm Development over a Series of Tasks: Supplementing Task Information with Personal Experience“. Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/620866.
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This dissertation provides support for the expansion of traditional definitions of information, to include experiential forms of data (e.g., attitudes, opinions, and familiarity related to the task at hand) that have typically been treated as nonsubstantive and therefore were often been excluded from most of the previous research on group information sharing. This study also examines how to effectively intervene when groups develop norms that privilege or suppress then mentioning of certain types of information during decision-making discussions. In an experimental design, groups worked on a series of three fact similar not guilty by reason of insanity (NGRI) cases. Findings indicate that the timing of the introduction of an intervention influences its effect, and that patterns of normative information use over time are different for traditional versus more experiential types of data.
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Murphy, Susan Elaine. „The contribution of leadership experience and self-efficacy to group performance under evaluation apprehension /“. Thesis, Connect to this title online; UW restricted, 1992. http://hdl.handle.net/1773/9167.
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So, Wing-yan. „The experience of learning German of a group of university students in Hong Kong“. Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43241189.
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Van, Aken Rosalie R. „Life at a rural psychiatric hostel : The experience of a group of male residents“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1461.
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The study reported in this thesis describes and analyses the experience of 15 men with long term mental illness, living and/or working at a rural farm and hostel complex. The research was set in the context of recent studies and literature focussing on the transfer of care of people with mental illness from large psychiatric hospitals to community based care and the consequent quality of life issues. A phenomenological approach was chosen as the most appropriate for the study, in order to understand the meaning of the residents' experience. Data was obtained from three sources: in-depth interviews with 2 key informants, 50 hours participant observation involving 15 residents and 8 staff and focussed or semi-structured interviews with 10 participants. The Ethnograph computer program was utilised to facilitate and expedite analysis of the resulting large volume of data.
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Harman, Bronwyn. „The 'good mother syndrome' and playgroup: The lived experience of a group of mothers“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/226.
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Using a qualitative approach, utilising a semi-structured narrative interviewing technique, I interviewed 21 participants through one-on-one interviews and focus groups to examine how participants experience parenting and playgroup. The good mother syndrome refers to the social, historical and cultural determination of how mothers are supposed to act. It defines what a good mother is supposed to be, subject to political, cultural and economic influences. Further, the good mother syndrome is inextricably linked to challenges to identity, support in the mothering role, and expectations of motherhood. Playgroups are communities of women bounded by internal and external demands, where they support each other via a vehicle that encompasses their children. Playgroups, as part of holistic family services, are important in building social capital. This study asked several questions. Firstly, it investigated the mothering experience in Western Australia in the 21st century. Secondly, this study asked whether the challenge to identity is more salient to first time mothers, and how this is affected by the good mother syndrome. Next, it asked why families attend playgroup, from a mother's perspective. Further, it asked whether mothers are faced with the good mother syndrome at playgroup, and investigated the role that playgroup plays in strengthening or challenging the good mother syndrome. I conducted 11 one-on-one interviews with mothers that attended playgroup in the Perth metropolitan area, and two focus groups, each with five participants, at two different Perth playgroups. This study found that women find the role as mothers a challenging, yet positive experience. Further, it found that challenges to identity were salient with the birth of he first child, and that these challenges were consolidated with the birth of subsequent children, only easing as the youngest child got older. The women in this study reported that they attend playgroup to develop a sense of belonging, to seek validation in the mothering experience and to claim and exercise expertise. Further, whether the good mother syndrome was challenged or strengthened by playgroup amongst these women depended on group dynamics within the playgroup session, the stage of parenting, and socioeconomic factors. Generally speaking, women can identify what is a 'good' mother and what is a 'bad' mother, but they do not understand the 'good mother syndrome' as an abstract concept. Playgroup, as a community-based Australia-wide program, needs to be recognised as an important contributor to the well-being of families with young children, and, as such, requires ongoing government support.
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Ohrt, Jonathan H. „The effects of two group approaches on counseling students' empathy development, group leader self-efficacy development, and experience of the therapeutic factors“. Orlando, Fla. : University of Central Florida, 2010. http://purl.fcla.edu/fcla/etd/CFE0003149.
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Einberg, Eva-Lena. „To promote health in children with experience of cancer treatment“. Doctoral thesis, Hälsohögskolan, Högskolan i Jönköping, HHJ. CHILD, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-28677.
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The overall aim of this thesis was to develop knowledge about how to promote health in children treated for cancer and how health promotion interventions based on such knowledge can be evaluated. In this thesis, a descriptive and explorative design has been used, comprising both qualitative (Papers I-III) and quantitative (Papers I and IV) methods. A nationwide cohort of 144 childhood cancer survivors (24-42 years) answered a questionnaire about the support they had received from health care services (Paper I). Fifteen children (8-12years), with experience of cancer treatment, participated in five focus groups with two sessions per group (Paper II and III). The focus group methodology was combined with participatory and art-based techniques, such as draw and tell and photography. The children discussed what promotes health and what friendship is about. A methodological design was used to psychometrically test the Swedish version of the Minneapolis-Manchester Quality of Life instrument (MMQL) (Paper IV). The study included 950 pupils in grade 6 and 9 from seven primary schools. In addition to this, a comparison of the MMQL instrument with the health-promoting factors described by children in the focus groups was performed. The findings showed that there is a need for health-promoting factors, such as knowledge and psychosocial support, from health care services for childhood cancer survivors. Their family and friends may contribute with support and then serve as health-promoting factors. Health-promoting factors, according to children 8-12 years of age and with experience of cancer treatment, are meaningful relationships, recreational activities and a trustful environment. The children expressed a holistic view of what promotes their health. Friendship, from the perspective of the children, is a process of equal and mutual commitment that develops over time and with interactions occurring face-to-face and digitally. The MMQL instrument may be valid and reliable in a sample of healthy children. However, less than one-third of the items in the MMQL instrument could be linked to the health-promoting factors that the children participating in the focus groups highlighted. In conclusion, the findings in this thesis contribute knowledge from a participant perspective regarding the needs and the experiences of health-promoting factors for those who have received treatment for cancer. This knowledge could form a basis for development of health promotion interventions aimed at children who have received treatment for cancer. It is suggested that if the MMQL instrument is used to evaluate health promotion among children who have received treatment for cancer, the MMQL should be complemented with items that capture aspects of health that are important to the children.
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Yip, Yun-wan Amarantha. „Social skill training for schizophrenic patients : a groupwork experience in a psychiatric setting /“. [Hong Kong : University of Hong Kong], 1988. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12355811.
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DAVIS, ARIANNE M. „DIFFERENCES AMONG EXERCISE SELF-EFFICAY, PREVIOUS EXERCISE EXPERIENCE AND EXERCISE BEHAVIOR AMONG FIBROMYALGIA SUPPORT GROUP MEMBERS“. University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1170357751.
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Ling, Wai-yu. „Volunteering experience of older volunteers in Group Work Units / Social Welfare Department in Shamshuipo District /“. View the Table of Contents & Abstract, 2000. http://sunzi.lib.hku.hk/hkuto/record/B36782786.
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Imboden, Linda Sue. „The effect of supportive group treatment on non-traditional students' satisfaction with their educational experience“. Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1986. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M.A.)--Kutztown University of Pennsylvania, 1986.Source: Masters Abstracts International, Volume: 45-06, page: 2776. Typescript. Abstract precedes thesis as preliminary leaves [1-2]. Includes bibliographical references (leaves 102-109).
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Peutz, Marguerite Marie Alphonse Albertine. „Ethical space and the experience pf psychosis A study of a Dutch self-help group“. Thesis, University of Bristol, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529857.
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Cai, Xiaozhe. „Managing difference : postgraduate students' experience and perspectives of multicultural group work in an internationalising university“. Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/111335/.
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With the increasing internationalisation of Higher Education, which saw the number of international students double in the first decade of the 21st century according to an OECD report (Rebolledo-Gomez & Ranchin, 2013), universities around the world have been trying to improve the learning experience and enhance student employability in order to maintain an international reputation. Multicultural groupwork, which has the power to "force" students of different cultural backgrounds to work together has been increasingly used in the name of developing students' intercultural skills and prepare them to become "Global Citizens" under this internationalisation of Higher Education agenda. However, it needs to be questioned whether simply mixing students of different backgrounds in a group necessarily leads to them working collaboratively with each other. Challenges and negative perceptions of the experience have been repeatedly reported in the literature (Summers & Volet, 2008; Turner, 2009). However, most studies in this area were conducted by academic staff who were researching their own students, which might affect how students report their experiences. Additionally, there is little research focusing on intercultural skills development within student groups. By taking a "from students, for students, and about students" stance, I will address this research gap, not only by looking at students' perceptions of their multicultural groupwork experience, but also by looking into the development of transferable skills. My research also addresses factors that influence students' attitudes in order to identify possible actions to foster a better intercultural learning environment. A mixed methods approach was adopted to answer my research inquiry, via two questionnaires involving 286 respondents and two rounds of interviews involving 19 participants, which were conducted at the early stage and end stage of a master's degree course. Both quantitative and qualitative data were collected about postgraduate students' attitudes towards multicultural groupwork, their perceptions of the groupwork experience and how they coped with the difficulties they encountered in the process. While the quantitative findings indicated that overall postgraduate students showed no change of attitudes during their one-year course of study, they largely recognised the benefits and value of working in multicultural groups. The qualitative analysis allowed a deeper exploration of the quantitative findings, for example, elaboration on the difficulties they voiced and challenges they had to deal with. Participants in this study nonetheless confirmed that they did develop skills through working in groups, as well as many creative coping strategies to deal with difficulties that happened during the groupwork process, such as different levels of language proficiency and different working styles. The implications of the study are that further support by academic teaching staff and university administration is needed to promote intercultural awareness and provide intercultural skills training to help students understand culturally different communication and working styles before they undertake group projects. The findings also suggest that current assessment criteria, which largely focus on the end product of multicultural group work rather than the process, should be changed, as the true value of working in multicultural groups exists in the interaction of students studying collaboratively.