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McFadden, David Wayne. "Senior adults developing a senior adult ministry." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.
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Jáuregui, Cuervo Natalia Judith. "Sobrecarga en la experiencia del cuidador familiar primario del adulto mayor con enfermedad de Alzheimer." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2020. http://hdl.handle.net/10757/651708.
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La presente investigación se enfocó en describir el fenómeno de la sobrecarga y su impacto en el cuidador familiar primario de adultos mayores con enfermedad de Alzheimer. Para este fin, se desarrolló un estudio cualitativo aplicando la técnica de la entrevista a 10 cuidadores primarios. La información recabada fue analizada empleando la técnica del análisis de contenido. Los principales hallazgos revelan que la mayor parte de los cuidadores presentan sobrecarga debido a que consideran el rol de cuidador como demandante, carecen de información acerca de la enfermedad y perciben la ausencia de apoyo en el cuidado de los otros miembros de la familia. Lo descrito tiene un impacto en el bienestar y las actividades del cuidador, quien suele expresar emociones como la frustración y tristeza profunda, así como, señala un estancamiento en el desarrollo de sus metas profesionales.This investigation wants to describe the overload experience of the primary family caregiver of the elderly adult with Alzheimer's disease. Considering this, the present qualitative study has applied an interview technique to 10 primary family caregivers. The present information has been analyzed by the content analysis technique. The main findings reveal that most of the caregivers have overload. This is attributed not only because they consider this a demanding roll, they also have a lack of knowledge about the disease, and this caregivers experience feelings like frustration and deep sadness. In most of the cases, presence of family issues has been caused by the lack of support associated to an avoiding behavior from the family members. Finally, a change in general well-being of the caregiver is detected, also professional stagnation and consequences to physical and mental health.
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Thomas, R. Bradford. "Discovering why adults do not participate in formal adult education." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1019468.
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Institutions of formal education have a survival interest in the question of why most adults do not participate in more formal adult education. This study, using a descriptive approach, gathered evidence from 16 adults (8 males and 8 females) who had not participated in formal education in the past 10 years. The evidence gathered was used to answer the question, How do adults, who have not participated in formal education as adults, describe their reasons for not participating? The evidence was gathered from multiple individual interviews and two focus groups.Much of the previous research in discovering why adults did not participate in formal education has been done from the perspective of the participating adult. An examination of this previous research identified job related reasons as the prominent reasons adults gave for participation in formal education. Barriers/deterrents to participation were most often identified as lack of time and money; however, the study presented here found neither money nor time reported as important reasons for nonparticipation in formal education for adults.The informants in this study answered the question clearly. They did not participate in formal education for adults because they found no need for, or value in, additional formal education. Furthermore, they had no interest in exploring potential benefits.Some research on participation in formal adult education shows some adults who participated, did so for social reasons. The informants in the study presented here may have avoided formal education for social reasons, that is, a fear of failure in that context. All informants were satisfied with the way they learned needed skills and/or knowledge. Previous formal education, schooling, was not recognized as an important contributor to the informants' current or future adult lifestyles. Schooling, as described by the informants, was not credited with providing them with understanding, knowledge, and/or skills required to find employment or to support or enhance their adult lifestyles.Hands-on, and less often reading, were the methods employed by the informants and their peers. There seemed to be a threat to their self esteem if they were involved in formal adult education to gain skill and/or knowledge.Department of Educational Leadership
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Grisso, Megan R. "ALCOHOL USE AND THE OLDER ADULT: ADDRESSING OLDER ADULTS’ PERCEPTIONS." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/145.
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In order to create more efficient, useful alcohol treatment and intervention methods tailored specifically for the older population, it is important to understand the reasons that older adults perceive that they consume alcohol. For this reason, this study explored older adults’ perceptions regarding why they use alcohol. Older adults, age 60 and older, were surveyed through questionnaires completed at senior community centers within San Bernardino County. This was a mixed method design that used qualitative and quantitative analysis for the purpose of exploring the most frequently reported reasons for why older adults use alcohol. The main finding of the study is that older adults in the sample most frequently reported using alcohol for “having fun and celebration” and for “social reasons.” However, it is important to note that older adults reported a variety of motivations for using alcohol. Further research is suggested to determine correlations between demographics, alcohol use patterns, and older adults’ perceptions of why they use alcohol.
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Mersch, Leslie N. "Accuracy Analysis of Common Adult Aging Methods Applied to Near Adult Human Skeletons." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1439305302.
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Wyatt, James. "Adult Education." ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/475.
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Majluf, Alegría. "Adult Crying." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/100908.
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The results of a first cross-cultural study on adult crying in 30 countries including Peru are presented. Vingerhoets et al. (1997) from the University of Tilburg have analyzed motives, tendencies and frequency of crying, emotions and feelings that provoke crying, as well as differences and similarities among countries and sexes. Results show that women have a tendency to cry more frequently and intensively than men. It has also been noted that, in certain countries, there is a link between crying in women and their monthly period.Se presentan los resultados de un primer estudio transcultural del llanto del adulto que comprende 30 países, entre los que se encuentra el Perú. Vingerhoets et al. (1997) de la Universidad de Tilburg, Holanda, analizan las causas, tendencia y frecuencia del llanto, emociones y sentimientos que inducen al llanto, diferencias y similitudes entre los países y los sexos. Los autores encuentran que las mujeres tienden a llorar con más frecuencia e intensidad que los varones, advirtiendo que en algunos países las mujeres establecen mayor relación entre la tendencia al llanto y el ciclo menstrual que en otros.
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MALCOLM, KRISTINA L. "Adult Toys." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1543840303700014.
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Katy, Resch. "Adult Daughters." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/363.
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Gerhard, Gabrielle. ""It was like a first step" : student transitions from adult basic education participation to community college enrollment /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7702.
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Urchek, Ryan. "Relations among obesity, adult weight status, and cancer in U.S. adults." Connect to resource, 2008. http://hdl.handle.net/1811/32087.
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Johnson, Peter. ""A little taste of the adult world" : alcohol, adolescents and adults." Thesis, Queen's University Belfast, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.579731.
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The purpose of this thesis is two-fold. Firstly, to probe the social positioning of 14-15 year old Northern Irish teenagers within an adult-centred society, utilising underage alcohol consumption as a window into exploring this issue. Secondly, this thesis seeks to demonstrate the utility of adopting a Goffinanian theoretical perspective when analysing "childhood" and "youth" - an approach which offers an integrative framework encompassing the interrelationship of the self, social structures, emotions, resistance and agency. The research design is qualitative, drawing upon written exercises, pictorial prompts and focus group interviews with 251 teenagers, conducted within twelve schools located in East and West Belfast. Three themes emerged from the empirical data which illuminate aspects of teenage social positioning within an adult world: the profaned self, the productive self and the projected self. Firstly, the profaned self directs attention to adult-child relations and the overarching, mortifying categorical identity which teenagers are routinely ascribed within adult society. Secondly, the productive self relates to aspects of teenage selfhood which are . exhibited indirectly through teenage normative practices - an accomplishment which seemingly exhibits autonomous agency, but which remains modulated by adult standards. Thirdly, the projected self explores the gendered, classed and ethno-national distinctions generated among teenagers which mark out identities within their overarching categorical positioning, although the wider adult structure still interlaces evaluations of permissible performances. These findings are subsequently analysed through Goffinan's concept of "moral career", demonstrating how the teenage self is patterned by an individual's social position within the wider institutional complex of adult society. The overall thrust of the research contends that even though the self is actualised as a stance-taking entity, the overarching impact of adult structures merely opens up apparent possibilities for manoeuvring selfhood, whilst constraining teenagers to a restrictive idiom of real choices.
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Dressler, Dennis Wayne. "In The Service of Adults: A.A. Liveright, an American Adult Educator." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331748/.
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The purpose of this study was to identify, investigate, and analyze the life and contributions of Alexander Albert Liveright (1907-1969). It was limited to selected experiences that characterized him as an adult educator. The dissertation primarily examines Liveright's speeches, books, articles, reports, research papers and correspondence; government documents; and newspaper articles located in the Archives and Manuscripts of Continuing Education at Syracuse University. From these data a synthesis and interpretation were developed.
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Ierna, Adrian. "Entering the adult world : the experiences of young adults with learning disabilities of social support during the transition into adult services." Thesis, University of Leicester, 2014. http://hdl.handle.net/2381/28796.
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The transition into adulthood has been identified as a key life event for people with learning disabilities, entailing the departure of services which are well known and entry into unfamiliar systems. Social support has been conceived as having a stress buffering role. It has also been contended that social support is itself important to the mental health of people. It was hypothesised that the role of social support in the transition period would be important, particularly as the transition process itself may change the structure of the support network around the individual. Traditional concepts of social support have been criticised as lacking conceptual clarity and of being of limited ecological value. They do not take into account the context of relationships which are entailed and the ambiguous nature of support. Moreover, no studies have examined the views of people with learning disabilities about their experiences of social support. This study aimed to use in-depth interviews to explore the views of people with learning disabilities about their experiences of social support. Six young adults with mild to moderate learning disabilities were interviewed about their experiences of leaving school and the support that they received at that time. A grounded theory methodology was used to code the transcripts. The analysis identified various challenges that occur during the transition years. It also delineated the interplay between self-reliant coping responses and social support coping strategies which participants used to respond to these challenges, with particular attention being drawn to the different pathways to attaining social support and the distinction between unsought social support and initiating support interactions. The intervening conditions of relationships and locations were related through this process. The properties of relationships were discussed, as were the important contextual factors of control and identity. Strategies used to manage social relationships were related both in terms of maintaining positive examples but also in terms of managing conflict within those relationships. The theoretical and clinical implications are discussed.
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Mongalo, Lucky. "Assessment practices of adult educators in Mamelodi Adult Learning Centers." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2105_1271020736.
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This study explores the assessment practices of adult educators in Mamelodi Adult Learning Centers using a qualitative methodology. The study recognizes that assessment is an important activity within the education and training enterprise since it can be used to improve the quality of teaching as well as improve and support the learning process. The study sets out to investigate how Mamelodi adult educators conceptualize assessment
the skills levels of these educators
the nature of support and training these educators received to enhance their assessment practices
the different assessment methods employed by the adult educators to assess learners
and the educational validity and efficacy of these practices.
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Klempin, Friederike Claudia. "Adult brain plasticity." Doctoral thesis, Humboldt-Universität zu Berlin, Mathematisch-Naturwissenschaftliche Fakultät I, 2008. http://dx.doi.org/10.18452/15844.
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Der Hippocampus ist eine von zwei Gehirnregionen, in der zeitlebens kontinuierlich neue Nervenzellen gebildet werden. Er spielt eine wichtige Rolle bei der Gedächtniskonsolidierung und wird mit der funktionellen Entstehung neurodegenerativer Erkrankungen in Verbindung gebracht. Strukturveränderungen im erwachsenen Gehirn, die mit einer Depression einhergehen, sind laut Literatur auf einen geringen Serotoninspiegel und reduzierte hippocampale Neurogenese zurückzuführen. Selektive Serotonin-Wiederaufnahmehemmer (SSRI) erhöhen die Serotoninkonzentration im synaptischen Spalt und üben einen positiven Effekt auf die adulte Neurogenese aus. In der vorliegenden Arbeit wird untersucht, wie Veränderungen in der Serotonin (5-HT)-Neurotransmission durch einmalige oder chronische Gaben von Fluoxetin und speziellen Agonisten und Antagonisten für die Serotoninrezeptoren 5-HT1a und 5-HT2 in der erwachsenen Maus die Proliferation und Differenzierung von neugebildeten Nervenzellen im Gyrus dentatus beeinflussen. Die Ergebnisse zeigen, dass ein konträres Agieren beider Rezeptoren zu einem ausgewogenen Serotoninspiegel führt. 5-HT1a- und 5-HT2c-Rezeptoren haben einen Einfluss auf das Überleben neugebildeter Nervenzellen, wobei sie unterschiedliche Entwicklungsstadien innerhalb der adulten Neurogenese kontrollieren. Die vorliegende Arbeit bekräftigt außerdem, dass die chronische Gabe von Fluoxetin die adulte Neurogenese steigert.The hippocampus as one region with ongoing neurogenesis throughout life contributes to the formation of long-term memory and has also been implicated in the pathology of major depression. Studies suggest that depression might be due to decreased levels of serotonin and reduced neurogenesis in the adult brain and that the beneficial effects of selective serotonin reuptake inhibitors would require adult hippocampal neurogenesis. Here, I investigated how modulation of serotonergic neurotransmission by acute and chronic treatment with the antidepressant fluoxetine, and selective serotonin receptor agonists and antagonists in adult mice influences precursor cell activity during development. I focused on 5-HT1a and 5-HT2 receptors as major mediators of serotonin action. The present findings suggest that an opposed action of 5-HT1a and 5-HT2c receptor subtypes result in a balanced regulation of serotonin levels in the dentate gyrus. Both receptors differentially affect intermediate cell stages in adult hippocampal neurogenesis and play an important role in the survival of newly generated neurons. Furthermore, this study confirms that chronic fluoxetine treatment increases adult neurogenesis. In conclusion, the latency of onset of fluoxetine action can be explained by a balanced interplay of 5-HT1a and 5-HT2c receptor subtypes.
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Ferré, Rey Gisela. "El apego adulto: perfiles de sujetos evaluados por el Cuestionario de Apego Adulto y su relación con otras variables psicológicas." Doctoral thesis, Universitat Rovira i Virgili, 2021. http://hdl.handle.net/10803/670951.
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John Bowlby va ser el primer autor que va desenvolupar una teoria sobre l'aferrament i Mary Ainsworth va ser la primera autora en proposar un procediment que permetés avaluar la qualitat de l'aferrament. A partir de les avaluacions que va realitzar Ainsworth, aquesta autora va proposar tres estils principals d'aferrament en la infància: aferrament segur, aferrament insegur evitatiu, i aferrament insegur ambivalent.
Diferents autors mantenen que en l'adultesa hi hauria una correspondència amb aquests tres estils d'aferrament infantils gràcies als models interns de treball, que es desenvolupen d'ençà que naixem mitjançant les experiències vinculades a l'aferrament. Aquests models interns de treball tendeixen a ser estables, però es poden modificar.
No obstant això, no existeix un consens sobre si l'avaluació dels estils d'aferrament adult hauria de ser abordat des d'una aproximació categòrica o dimensional. Bartholomew i Horowitz (1991) van proposar ajuntar l'aproximació categòrica amb la dimensional, per avaluar l'aferrament de manera més precisa. Partint d'aquesta visió més global, un dels objectius de la present tesi consisteix en determinar quins estils d'aferrament permet diferenciar el Cuestionario de Apego Adulto (CAA, Melero y Cantero, 2008) utilitzant l'Anàlisi Factorial de Mixtures (AFM). També es va voler veure la relació entre els perfils de subjectes avaluats pel CAA amb la vinculació parental, les estratègies cognitiu-emocionals, la intel·ligència, la personalitat i la maduresa psicològica. Els resultats suggereixen que el qüestionari CAA permet diferenciar entre dos perfils d'aferrament, i no entre quatre perfils com havien proposat les autores del qüestionari. En general, aquests dos perfils presenten el patró esperat de relacions amb variables com els trets de personalitat, el tipus de vinculació parental, les estratègies cognitiu-emocionals i la maduresa psicològica. No obstant això, els resultats suggereixen que l'aferrament adult no està relacionat amb la intel·ligència.John Bowlby fue el primer autor que desarrolló una teoría sobre el apego y Mary Ainsworth fue la primera autora en proponer un procedimiento que permitiera evaluar la calidad del apego. A partir de las evaluaciones que realizó Ainsworth, esta autora propuso tres estilos principales de apego en la infancia: apego seguro, apego inseguro evitativo, y apego inseguro ambivalente. Diversos autores sostienen que en la edad adulta habría una correspondencia con estos tres estilos de apego infantiles gracias a los modelos internos de trabajo, que se desarrollan desde que nacemos a partir de las experiencias vinculadas al apego. Estos modelos internos de trabajo tienden a ser estables, pero pueden modificarse. Sin embargo, no existe un consenso sobre si la evaluación de los estilos de apego adulto debería ser abordada desde una aproximación categórica o dimensional. Bartholomew y Horowitz (1991) propusieron aunar la aproximación categórica con la dimensional, para evaluar el apego de forma más precisa. Partiendo de esta visión más global, uno de los objetivos de la presente tesis consiste en determinar qué estilos de apego permite diferenciar el Cuestionario de Apego Adulto (CAA, Melero y Cantero, 2008) utilizando el Análisis Factorial de Mixturas (AFM). También se quiso ver la relación entre los perfiles de sujetos evaluados por el CAA con la vinculación parental, las estrategias cognitivo-emocionales, la inteligencia, la personalidad y la madurez psicológica. Los resultados sugieren que el cuestionario CAA permite diferenciar entre dos perfiles de apego, y no entre cuatro perfiles como habían propuesto las autoras del cuestionario. En general, estos dos perfiles presentan el patrón esperado de relaciones con variables como los rasgos de personalidad, el tipo de vinculación parental, las estrategias cognitivo-emocionales y la madurez psicológica. Sin embargo, los resultados sugieren que el apego adulto no está relacionado con la inteligencia.
ohn Bowlby was the first author to develop an attachment theory, and Mary Ainsworth was the first author to propose a procedure to assess the quality of attachment. Based on Ainsworth's evaluations, this author proposed three main attachment styles in childhood: secure attachment, avoidant insecure attachment, and ambivalent insecure attachment. Various authors argue that in adulthood there would be a correspondence with these three childhood attachment styles thanks to internal working models, which are developed from the moment we are born from experiences related to attachment. These internal working models tend to be stable, but can be modified. However, there is no consensus on whether the evaluation of adult attachment styles should be approached from a categorical or dimensional approach. Bartholomew and Horowitz (1991) proposed to combine the categorical approach with the dimensional one, to evaluate attachment more precisely. Starting from this more global vision, one of the objectives of this thesis is to determine which attachment styles allows differentiating the Adult Attachment Questionnaire (CAA, Melero & Cantero, 2008) using the Factor Analysis of Mixtures (AFM). Also, I wanted to see the relationship between the profiles of subjects evaluated by the CAA with parental bonding, cognitive-emotional strategies, intelligence, personality and psychological maturity. The results suggest that the CAA questionnaire makes it possible to differentiate between two attachment profiles, and not between four profiles, as the authors of the questionnaire had proposed. In general, these two profiles present the expected pattern of relationships with variables such as personality traits, type of parental bonding, cognitive-emotional strategies, and psychological maturity. However, the results suggest that adult attachment is not related to intelligence.
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Monserud, Maria Aleksandrovna. "Young adults' relationships with grandparents parents' intergenerational ties and grandchildren's adult roles /." Online access for everyone, 2008. http://www.dissertations.wsu.edu/Dissertations/Spring2008/m_monserud_041708.pdf.
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Liu, Yujun. "Health of the Adult Children Caregivers for Older Adults in Mainland China." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/86191.
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Objective. Guided by Pearlin's stress process model, this study explored the health of the adult children caregivers for older adults in mainland China.
Methods. Data were from a nationally representative sample of respondents aged 45+ (N=13,204) who participated in the China Health and Retirement Longitudinal Study Wave 2 (2013). Using logistic regression techniques, the first analysis focused on the relationship between caregiver status and social determinants of health and health disparities. For the second analysis, the moderating effect of employment status on caregiving time and depressive symptoms among 1,082 adult children caregivers was examined using multiple linear regression.
Results. Adult children who were women, urban residents, younger, married, and had high school or more education were more likely to be caregivers than non-caregivers. Caregivers were more likely to live alone or live in three generation households and report fewer difficulties with physical functions compared to non-caregivers. Among caregivers, adult children who spent more hours providing care were more likely to experience more depressive symptoms as were adult children who were working outside of the home. The effect of caregiving time on depressive symptoms was moderated by employment status and gender. Unemployed men caregivers who spent more hours providing care reported the most depressive symptoms. Conversely, unemployed men caregivers who spent fewer hours providing care reported lowest level of depressive symptoms.Ph. D.
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Lemieux, Suzanne Renée. "The relationship between child sexual abuse, adult attachment and adult adjustment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23816.pdf.
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Dladla, Siphiwe Nonhlanhla. "Experiences and perceptions of adult learners at public adult learning centres." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40439.
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The main objective of this research was to explore the experiences and perceptions
of adult learners at Public Adult Learning Centres. A total number of eighteen adult
learners from three Public Adult Learning Centres in Nkomazi East Circuit at
Ehlanzeni District participated in the study. The study was qualitative in nature using
the interpretive paradigm. Data was collected through focus group interviews,
individual interviews and observation. The study revealed that adult learners have mixed feelings and opinions regarding
their experiences at Public Adult Learning Centres. Results indicated that some
adults found their experiences interesting and enriching and have positive attitudes
towards the teaching and learning at Public Adult Learning Centres, while others
were frustrated with the lack of teaching and learning resources, and the poor
management at the centres.
Adult learners seem to regard education as important and they received satisfactory
support from their families, communities, teachers, employers, and fellow adult
learners, as well as financial support from the Department of Education. Findings
revealed that adult learners find it difficult to understand the content of subjects and
to cope with the pace of teaching. Participants had different views about the
language of instruction. Some preferred English for employment and social purposes
while others preferred the vernacular so as to have a better understanding of the
content and to pass the subjects. These learners preferred that the content should
prepare them for employment and for coping with day-to-day activities in rural areas.
Responsibilities at home, becoming a learner at an elderly age, being involved in
seasonal jobs and catching up work after absence were some of the challenges that
adult learners experienced.
From the results and findings of the study, recommendations were made to improve
the effectiveness of teaching and learning and functionality of Public Adult Learning
Centres.Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Early Childhood Education
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Walter, Woodrow James. "Books in Religious Adult Education Valued by Professional Religious Adult Educators." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc935810/.
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This research focused on discovering the most valued books in adult religious education through a survey of professors of adult religious education and in bibliographies of recent dissertations in adult religious education. Three groups of adult religious educators participated in the survey: the religious adult educators who are members of the adult sections of the Association of Professors and Researchers of Religious Education and North American Professors of Christian Education, and professors of adult religious education in Southern Baptist theological seminaries. In addition the author surveyed the adult religious education dissertation bibliographies for the period 1980-1995 to discover the most frequently cited adult religious education books. The author developed a listing of 312 adult religious education books published in English. Then a jury of three experts in the field choose seventy-seven books which they valued. From this list the three groups of professors choose books according to three criteria: textbooks they used in adult religious education courses, books they recommended as additional reading, and books they valued in the field.
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Wilson, Clive Antonio. "A comparative study of the historical development of andragogy and the formation of its scientific foundation in Germany and the United States of America, 1833-1999 /." Free full text is available to ORU patrons only; click to view:, 2003. http://wwwlib.umi.com/cr/oru/fullcit?p3122575.
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Branch, Kirk. "Telling stories : language and lives in adult literacy narratives /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9462.
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Flexner, Paul Arthur. "Facilitating adult jewish learning /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/12126640.
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Thesis (Ed.d.)--Teachers College, Columbia University, 1995.Includes tables. Typescript; issued also on microfilm. Sponsor: Philip A. Fey. Dissertation Committee: Kathleen A. Loughlin. Includes bibliographical references (leaves 296-304).
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Farrington-Lynch, Valisa. "Learning Strategies and Coping Mechanisms of Older Adults with Low-Level Literacy Skills." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/89430.
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Limited literacy remains a prevailing issue among older adult populations. This qualitative study sought to answer the following research questions: How do older adults with limited literacy skills navigate and learn to navigate their daily lives in an advanced literate community such as the United States? What types of informal learning strategies and coping mechanisms have been used by these adults, and what perceived barriers and hindrances have participants faced and are facing in their lives? The study included the interviews, data collection and analysis of five women and two men, ages 67-87, two of whose activities also were observed by the researcher. The objective was to investigate their informal learning strategies and coping mechanisms within their current living environment.
A thematic analysis of the seven narrative 'life stories' resulted in the emergence of four themes, which represented how these adults with limited literacy skills learned to navigate their daily lives and use informal learning strategies and coping mechanisms to survive in a changing environment: (a) Family support (or lack thereof), (b) social networks, (c) desired GED Program engagement, (d) self-directed gained knowledge.
The study concluded that although none of the participants received a high school diploma, all successfully obtained employment and navigated their daily lives by incorporating various strategies. Likewise, given their implementation of self-directed learning strategies (Ausubel, 2000; Knowles, 1990; McClusky, 1974; Tough, 1982), participants viewed some of the dispositional, institutional, and situational obstacles (Cross, 1982), not as barriers, but as navigable and surmountable challenges.
Implications of the study suggested limited literacy adults relied upon family support, social networks and self-direction to pursue knowledge and conceal limited literacy. They gained confidence and developed coping mechanisms to navigate daily activities, circumvent barriers and function in an advanced literate society.
Future professional practice recommendations included incorporating ABE/GED programs at adult living facilities/community centers; invalidating false assumptions regarding limited literacy older adults; volunteering time and building trust with these adults; and validating their current and desired needs. Research recommendations included investigating limited literacy adult capabilities; shadowing their navigation; conducting similar studies in other U.S. regions; and investigating comparative life-span research.Ph.D.
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Waldrum, Sharon Gatling. "African American Adult Education Professors: Perceptions of Graduate Studies in Adult Education." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001277.
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Chan, See-ching. "Donor perspective of right lobe adult-to-adult live donor liver transplantation." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B34736414.
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Chan, See-ching, and 陳詩正. "Donor perspective of right lobe adult-to-adult live donor liver transplantation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B34736414.
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Williams, Amanda L. "Physician adherence to communication tasks with adult vs. older adult female patients." CardinalScholar 1.0, 2010. http://liblink.bsu.edu/uhtbin/catkey/1560844.
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The study investigated whether physician communication adherence was similar between
adult and older adult female patients in a family medicine setting. Additionally, the study
investigated whether or not the level of communication adherence was related to patient
perceptions of working alliance. Previous research has failed to adequately examine age
as a variable in physician-patient communication and has neglected to examine the
working alliance within the physician-patient relationship. The sample included 41 adult
female, family medicine patients, who agreed to have their appointment with their
physician videotaped. The videotaped encounters were coded by trained observers using
the Behavioral Science Tape Review Checklist (BSTRC). Participants also completed the
Working Alliance Inventory-Short Form (WAI-SF). Results from the study suggested
that physician adherence to communication tasks did not vary significantly between adult
patients and older adult patients. Further, results demonstrated that the combination of
responses to the bond and tasks subscales of the WAI-SF significantly accounted for 16%
of the variance in communication adherence.Department of Counseling Psychology and Guidance Services
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Todd, Mary K. "Adult literacy/adult basic education provision in Northern Ireland - ten years ago." Thesis, University of Ulster, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292476.
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Barnett, Deborah R. "Adult Education: Motivation and Recruitment of Working Adults in the Pursuit of Higher Education." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/theses/349.
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Adult learners, particularly working adults pursuing higher education, face barriers which may be different from their traditional counterparts. In addition to issues of time and money which many students find challenging, working adults also balance job responsibilities and may have to juggle family responsibilities. These barriers, combined with the fact that some higher education institutions are still not fully recognizing this growing student population in regards to scheduling and services, leave working adults with limited access to higher education opportunities. This study was conducted in a rural Midwestern area which, like much of the United States, had experienced an economic downturn. Research was conducted using two groups of working adults within a 60-mile radius of Southern Illinois University Carbondale: those who were currently enrolled in a degree seeking program and those who were not currently furthering their education but may have had a desire to do so. The goal was to gain understanding about the demographics of these two groups, the barriers that may hinder their educational goals, and what higher education institutions can do to address those barriers in order to develop the knowledge and skills of working adults educationally with a goal to, in turn, develop the regional economically and educationally.
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Biersteker, Susan. "Outcomes of Transition to Adult HV Care in Perinatally HIV-infected Young Adults." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/3041.
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Transitioned perinatally HIV-infected patients may be at increased risk for poor outcomes, yet the impact of transition and of transition programs on health are not well understood. This research examined: (1) post-transition mortality, (2) engagement in adult HIV care, (3) transition experiences, and clinical and sociodemographic influences, including transition program exposure. Data were collected from patients who had transitioned from a Florida pediatric clinic to adult HIV care between January 2003 and September 2012. Post-transition mortality and care engagement were assessed in a retrospective analysis of medical record data. Fisher exact and Kruskal-Wallis tests were used for significance testing. Risk ratios (RRs) were calculated to assess strength of associations. Stratified analysis controlled for confounding. Transition experiences were examined in a mixed-methods study, with qualitative data from a computer-assisted survey subjected to thematic analysis. Of 51 transitioned patients, nine (18%) had died by May 2014, five (56%) in the first post-transition year. Of 42 survivors, 33 were eligible; 27 (82%) provided consent. Post-transition mortality was high, particularly in those severely immunosuppressed (CD4 count <100/mm3; RR =6.0, 95% CI =1.88-19.19 [P=.005]) at transition. When controlled for CD4 count, employment was associated with decreased (adjusted RR= 0.19; 95% CI=0.04-0.88 [P=.02]), and high school non-completion with increased (adjusted RR= 3.0; 95% CI=1.37-6.40 [P=.07]) mortality risk. The number of kept HIV appointments decreased from last pre-transition (Median = 5, IQR 4-6) to first post-transition (Median = 2, IQR 1-10; P=.002) year; the proportion of poorly engaged increased from 3% to 35% (P=.006), with no significant changes between first and second post-transition years. Non-Hispanic black and low-income participants were less likely to be regularly engaged in adult HIV care one year post-transition. Transition program exposure did not significantly affect mortality or care engagement. Most of 27 received transition services, but 59% had trouble doing well in adult care. Needs for patient-centered care, with caring, personal patient-provider relationships and accessible HIV care, characterized post-transition experiences. This research suggested that transitioned perinatally HIV-infected young adults are at risk for poor health outcomes. Systematic programs using a socio-ecological framework to include multi-level interventions and post-transition support may improve outcomes.
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Mathikithela, Maite Sara. "Towards effective programmes for the mentally disabled adults at Reakgona Adult Learning Centre." Thesis, University of Limpopo (Turfloop Campus), 2009. http://hdl.handle.net/10386/856.
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Thesis (M.ED. (Adult Education)) --University of Limpopo, 2009This report describes the research carried out at Reakgona Adult Learning Centre at Seshego, which is 11 km North-West of Polokwane, the capital city of Limpopo province. The main aim of the study was to investigate the effectiveness of programmes designed for the mentally disabled adults. For me to achieve the outlined aim, I formulated the following research question: • How do programmes designed for the mentally disabled adults benefit them in their everyday lives? In an attempt to answer the above question I decided to undertake an exploratory study to get insight into programmes offered at Reakgona Adult Learning Centre. For me to evaluate if the programmes could have beneficial impact to the target group I looked into the aims and objectives of the programmes at Reakgona Adult Learning Centre. I also took into consideration the vocational training needs of adults with mental disability. The characteristics of programmes and the possibilities for improving the programmes designed for the mentally disabled adults were also considered. Chapter 1; was concluded by describing the scope of the study. In chapter 2; I formulated the assumptions about factors that could contribute towards the provision of effective programmes. The factors are vocational training programmes, basic literacy and numeracy skills, life skills, interpersonal skills, communication skills and self-help skills. After reading relevant documents on people with mental disabilities, conducting exploratory interviews with people on the field and based on my preliminary visit to Reakgona Adult Learning Centre, I came up with other factors that could contribute towards the provision of effective programmes. They are Centre Based Support Programmes and assessment programmes. This chapter was concluded by definition of the key concepts. This chapter was concluded by definition of the key concepts. In chapter 3; I described the design of the study. The main focus of this chapter was to discuss the two tracks of data collection. The first track was about reviewing and interrogating admission policy document of Reakgona Adult Learning centre while the second track had to do with data collection. I also explained how the collected data was analysed using qualitative data analysis method. This chapter was concluded with the reflections, which is about my experiences during the research process. Chapter 4; presented the empirical results of the study. It gave an account of the programmes, which are offered at the centre and the extent to which these programmes are of benefit to the target group. It also provided the description of the centre, vision, mission, aims and objectives, types of programmes and their characteristics. The hierarchical structure of the role players is also outlined. The final chapter (five) presented the final conclusion based on the findings of this study. It gave the overall conclusion of what the researcher has discovered during the research process and account on programmes, which might be effective for the mentally disabled adults at Reakgona Adult Learning centre. Recommendations for the improvement of the programmes were also outlined. This chapter was concluded with the recommendations for further study.
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Harkess, Janthea. "The evolution of the ABE e-merge/BCcampus initiative /." View document on the Internet, 2004. http://library.athabascau.ca/thesis/harkess.pdf.
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Austin, Karla Michele. "Adult Attention Deficit Hyperactivity Disorder Personality Characteristics and Comorbidity." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc279399/.
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Attention-deficit/hyperactivity disorder (ADHD) is surrounded by confusion and controversy regarding its definition, course, etiology and treatment. Among adults, ADHD is rarely considered a diagnostic reality of primary importance and is often overlooked. This study provides descriptive validity for adult ADHD in distinguishing it from controls, and identifying both a pure condition and one wrought with comorbidity.
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Brill, Monika. "Regionalization of adult neurogenesis." Diss., lmu, 2009. http://nbn-resolving.de/urn:nbn:de:bvb:19-101449.
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Rietzschel, Julia. "Adult attachment and psychotherapy." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/adult-attachment-and-psychotherapy(32815340-3ed8-4870-9d00-84807fe01f20).html.
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This thesis explores the association between adult attachment and psychological therapy by examining attachment as an outcome variable of therapy, as well as a predictor of therapy outcome. The literature review systematically explores research that has examined changes in attachment representations during psychological therapy. The purpose of the review is to enhance understanding of change processes in adult attachment and to provide empirical support to the premises of attachment theory. In spite of inconsistencies with regards to measurement and conceptualisation of attachment, the evidence suggests that attachment security increases during therapy, whereas insecurity decreases.The aim of the empirical paper was to examine the association between global adult attachment representations, specific attachment to the therapist, working alliance and response to individual Cognitive-Behaviour Therapy (CBT). The study also investigated changes in global attachment representations and their relationship with outcome. The results indicated that clients with greater secure attachment to the therapist showed greater improvements in symptoms, whereas clients with higher avoidant-fearful attachment to the therapist demonstrated less improvement. Significant improvements in attachment avoidance and anxiety were also associated with improvements in psychological symptoms, as was working alliance. No associations between adult global attachment and outcome were found. In paper 3, the approaches used within the current thesis are evaluated in terms of their strengths and weaknesses. Clinical implications of the findings are discussed and ideas for future research are outlined.
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Shepherd, Mark Stephen. "Recognizing adult learning disabilities." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/3029.
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The purpose of this project was to develop aids and strategies for identifying and assisting adult students with learning disabilities. Using the Diagnostic and Statistical Manual of the American Psychiatric Association (DSM-IV 1994). The project addresses specific descriptions for identifying traits, behaviors, and characteristics in the recognition of: dyslexia; color blindness, tic disorders, Tourette's syndrome, scotopic sensitivity syndrome, behavior disorders, attention deficit disorder (ADD), attention deficit/hyperactivity disorder (ADHD), aphasic disorders, and autistic disorders.
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Kim, Bora. "An exploration of communication between emerging adults with cancer and nurses in an adult cancer care setting." Thesis, The University of Sydney, 2019. https://hdl.handle.net/2123/21631.
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Having a cancer diagnosis during early adulthood can bring significant challenges. It is important to provide supportive care with consideration of their developmental challenges. Nurses’ supportive communication plays a vital role in helping them cope and adjust to the life-changing event of cancer. This study aimed to explore the therapeutic communication between nurses and young people diagnosed with cancer, focusing on those aged between 18 and 25 (developmental literature termed this group emerging adults). In-depth interviews with eight emerging adults with cancer (EAs) and seven nurses were undertaken. Findings revealed that EAs greatly benefited from the informal conversations they had with nurses on a day-to-day basis. They established trust-based relationship with nurses from which therapeutic processes occurred organically. These informal conversations, which on the surface seemed clinically insignificant, fulfilled these young individuals’ basic psychosocial needs such as feelings of belongingness, connectedness, and acceptance. These conversations also helped them regain a sense of control and normality by talking about and making sense of their experiences. Nurses engaged in informal conversations with EAs with a therapeutic intention. For them, it was a way to ease EAs into the hospital environment and also to learn about the needs of each EA in order to provide tailored support. Challenges such as emotional exhaustion, inherent in the interpersonal nature of therapeutic communication, were noted. Some of the participants, however, learnt to draw appropriate professional boundaries that enabled them to provide compassionate therapeutic communication with EAs while protecting their own emotional wellbeing. The study documents the nature of therapeutic communication through the perspectives of EAs and nurses. It highlighted the benefit of therapeutic communication which happens at an informal, day-to-day level. Nurses and health organisations would benefit from understanding the value of the therapeutic benefits of informal conversations during the care of EAs. The findings also suggested that nurses need to build their capacities relating to therapeutic communication such as emotional regulation skills, resiliency, and the ability to maintain healthy boundaries with EAs.
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Santorelli, Noelle T. "Developmental Antecedents of Symptoms of Adult Separation Anxiety in Young Adult College Students." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/psych_diss/75.
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Separation anxiety disorder (SAD) is rarely considered in adults presenting with anxious symptomatology, but a growing body of evidence suggests that its symptoms are experienced by a significant number of adults. Early parent-child relationships are an especially important area of study for understanding SAD. Moreover, the attachment style that is formed through early parent-child interactions may serve as a mediator to later expression of symptoms of adult separation anxiety (ASA). Studying the early parent-child relationship and perceived parenting styles in conjunction with individual attachment styles will allow for a more systemic approach to understanding potential risk factors for the development of ASA. Young adult college students may be particularly vulnerable to ASA as they transition into college and away from primary caregivers. This study investigates a mediational model with individual attachment style serving as a mediator between perceived early parenting styles and symptoms of ASA in 170 first-year college students between the ages of 18-20. As anticipated a large percent of the sample endorsed clinically significant levels of symptoms of ASA (47%). In addition, results utilizing bootstrapping analyses demonstrated that a perceived indifferent parenting style had an indirect effect on symptoms of ASA, with the effect occurring through an anxious attachment style. Support for the mediation model was obtained when statistically controlling for perceived parenting styles of overcontrol and abuse as well as confounding variables including age, sex, number of different families lived with and emotionality domains of temperament (distress, anger, and fearfulness). Highlighting the role of perceived parenting styles and attachment styles in the development of symptoms of ASA will serve to establish potential family-based interventions and help in the development of prevention programs. Examining symptoms of ASA in young adult college students may result in the development of university-based psycho-educational programs to help these students master a challenging transitional period. This study is one of the first to explore a model that can help to explain the developmental trajectory of symptoms of ASA. Future studies are encouraged to consider symptoms of ASA when investigating anxious symptomatology in adult populations.
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Valtersson, Lisa. "How adult migrant students learn maths. : Adult students understanding and engaging with maths." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-123476.
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The aim of this study is to explore the adult immigrant students’ experience of maths in Sweden. I will present an understanding rather than an explanation on how second language adult students learn maths. It can be argued that people who study maths as adults in a new homeland and in a foreign language face particular challenges. At the same time research reports that people sometimes approach the subject in a more fruitful way as adults compared to their childhood experiences. I want to contribute to the general knowledge of the subject and furthermore provide improved understanding of how mathematics teachers can guide their students towards their goals.I have performed semi-structured qualitative research interviews. My informants are my own maths students on the basic level with incomplete grades in maths from secondary school, or they have failed in their maths studies in upper secondary school due to a low level of know-ledge. They are over 20 years of age and they are all immigrants and have arrived in Sweden as adults. I have used my students statements, written as narratives as the material which is to be interpreted and understood. Because of my use of my own students in the interview, I will not take into account their statements about the teacher’s role in my conclusion.I find that:1. The difficult experience of being forced to leave the home country, together with a wish to take revenge on the failures from their youth, can lead to a kind of struggle for decom-pensation that can be reflected in the participants' positive evaluation of their maths studies.2. Having a family is a great motivational help for studying regardless of the time it takes to take care of the same.3. The memories of previous failures with the incomprehensible, abstract mathematics characterise the students’ inception of the subject.4. It seems possible that adult students can understand themselves in a new way and redefine their relationship with maths and their own ability to study the subject.
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Idoko, Evelyn. "Perceived Factors that Influence Adult Learners' Persistence and Retention in Adult Basic Education." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5348.
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Retaining students, particularly in the 16- to- 24-year-old category, is a constant challenge for adult basic education programs nationwide. Educators need to understand factors that affect adult learners' experiences, have a better understanding of ways to motivate adult students in a nontraditional school setting to enhance their engagement, and apply research-based techniques and targeted, practical strategies to improve student persistence. The primary objective of this case study was to investigate the perceived factors that students considered influential on their persistence and retention in adult basic education programs. Knowles's andragogy theory and Tinto's persistence theory were the theoretical frameworks for this study. The research questions were designed to understand the factors that motivate students to remain engaged in academic courses. Ten students enrolled in a high school equivalency program in a large northeastern city participated in semi-structured, individual interviews. Coding and thematic analysis were used to identify, describe, and interpret the data collected. The findings indicated that factors such as individual drive, the instructor's encouragement and high expectations, relevant topics, and connection to school all contributed to sustain a learner's persistence. A professional development project was designed from the findings to provide instructors with research-based best practices and techniques to increase students' motivation and persistence through active learning experiences in student-centered classrooms. The project will impact social change by helping educators to have more insights on theories about adult learning styles and a deeper understanding of current approaches to inspire active participation, sustain learner motivation, and improve student academic performance.
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Carroll, Ellen McLaughlin. "The lived experiences of transition to adult healthcare in young adults with cerebral palsy." Thesis, City University of New York, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3601861.
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Background: Health Care Transition (HCT) describes the purposeful, planned movement of adolescents from child to adult-orientated care. The purpose of this phenomenological study is to uncover the meaning of transition to adult centered care as experienced by Young Adults with Cerebral Palsy (YA-CP) through the research question: What are the lived experiences of young adults with cerebral palsy transitioning from pediatric to adult healthcare? Method: 6 females and 3 males, aged 19 -25 years of age, who identified as carrying the diagnosis of cerebral palsy without cognitive impairment were interviewed. Giorgi's (1985) method for analysis of phenomenology was the framework for the study and guided the phenomenological reduction. Results: The lived experiences of YA-CPs transition to adult health care, expressed from the data is expert novices with evidence and experience based expectations, negotiating new systems (effective/ineffective) interdependently (parents and provider support) accepting less than was expected. Conclusions: More information and support is needed for the YA-CP during transition to ensure a well-organized move to appropriate adult-oriented health care that is considerate of the lifelong impact of the disorder. Nursing's role as advocate, mentor and guide can optimize the individual's response to the transition process.
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Marshall, Stephen Andrew. "The experience of teenagers and young adults treated for cancer in an adult setting." Thesis, Lancaster University, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.730255.
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Fischer, Andrew J. "Ministry to young single adults a study of three different young single adult ministries /." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.
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Tribolet, Jamie Corbett 1951. "Interpersonal conflict styles of adult children of alcoholics and adults from non-alcoholic families." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/558082.
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Coxsey, Stephen Andrew. "Attributional Style of Adult Children of Alcoholics." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc500907/.
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115 undergraduate students were surveyed to see if attributional style would be different for individuals with alcoholic parents, depressed parents, or neither factor. Subjects were sorted into the three groups based on their responses to a family history questionnaire. Each subject filled out two attributional style questionnaires, the Attributional Style Questionnaire (ASQ) and the Attributional Style Assessment Test (ASAT-II). The three groups did not differ on attributional style for interpersonal, noninter- personal, or general situations. Within the adult children of alcoholics group, subjects reported that their successes in interpersonal situations were due to their strategy and effort, rather than ability, more so than for noninterpersonal successes.
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Jiearatrakul, Tamrongsin. "Knowledge and Skills for the Adult Educator in Thailand." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc330785/.
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The purpose of this study was to identify and specify knowledge and skills needed by adult educators in Thailand. This study provided information for establishing a guide to be used in professional training and in graduate programs in adult education. A three round Delphi technique was used to develop the consensus of findings. The first round solicited open-ended responses from twenty panelists. One hundred and twenty-five knowledge and skill statements, the responses from the first round, were developed into a five-point rating scale questionnaire. This questionnaire was utilized in both Round II and III. Median, mode and interquartile ranges were applied to specify the consensus of the panel of experts. The one hundred and twenty-five knowledge and skill statements, seventy-five knowledge statements and fifty skill statements, were classified into four major categories: teaching, administration, research and general experience. The experts for the study consisted of eleven non-formal education officers and nine university professors in adult/continuing education and non-formal education. From seventy-five knowledge statements, sixteen were rated at the highest priority of importance. Forty-nine statements were rated at above average priority of importance and two statements were rated at average. Eight statements did not meet the interquartile range criterion as a consensus of the panelists. From fifty skill statements, fifteen statements were rated at the highest priority of importance; thirty statements were rated at above average; one statement was rated at average; and four statements failed to meet the interquartile range criterion.
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Thompson, Phyllis E. "Ohio adult basic education teacher perceptions of deterrents to disabled adult participation in adult basic education as related to personal and programmatic variables /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487681788253617.
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