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1

Maracic, Jagoda, and Spomenka Maracic. "Emotional branding : fulfillment of people's needs: a laboratory experiment." Thesis, Kristianstad University College, School of Health and Society, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-949.

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The concept of emotional branding has not received much attention from the academic community. Emotional branding is a powerful and advantageous instrument. It links brand to the customers, makes customers identify themselves with the brand, adapts brand to customers’ way of life, and makes brand more reliable in customers´ eyes. Simply defined, emotional branding is about fulfilment of peoples’ needs.

This dissertation explores and analyses factors, which explain the concept emotional branding. After having reviewed the literature in the area of branding and emotions, the authors of the dissertation create an explanatory model. This model consists of four factors: Trust, Personality, Lifestyle, and Relationship. Four propositions are formulated in order to test the model. The suggested theory was tested in a laboratory experiment with a Multi-method qualitative study. The conclusion of the research conducted is that emotional branding, indeed, can be explained by four factors; Trust, Lifestyle, Personality, and Relationship.

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Phelan, Derek Phelan Allen. "Social and Emotional Learning Needs of Gifted Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4813.

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Compared to their peers, gifted and talented (GT) students have unique social and emotional needs. As schools mandated social and emotional learning goals for each GT student, support at the state level was limited. The purpose of the study was to answer the guiding question of how students could benefit from implementing key elements in a GT social and emotional curriculum. The study was guided by Corso's approach to promoting and developing positive social-emotional behavior. Data were collected from questionnaires administered to 32 statewide GT experts. Semistructured interviews were conducted with 10 of those GT experts. Thematic data analysis followed an open coding process to identify emergent themes. The findings revealed key elements that should be in place for a successful GT social and emotional curriculum: (a) a dedicated time in the school schedule for affective curriculum, (b) GT students seeking an understanding of identity and GT characteristics, (c) creating partnerships for social and emotional curriculum, (d) properly trained staff, including an understanding of the characteristics of GT students, (e) affective goal setting, (f) adequate resources for instruction, and (g) a process for intensive interventions when needed. This study included the creation of a professional development project to support integration of a social and emotional curriculum for GT programs. The study and project have implications for positive social change: By guiding schools seeking to implement a social and emotional curriculum into a current GT program, student behavior and learning outcomes are fostered.
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Kregel, Elizabeth Ann. "Addressing the Social, Emotional, and Academic Needs of Gifted High School Students." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1438706219.

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Walker, Emily N. "The Emotional Needs of Mothers of Multiple Birth Children." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc149682/.

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The purpose of this study was to assess the emotional support needs of mothers of multiple birth children based on administration of a survey the researcher developed. The survey consisted of 25 demographic items, six 6-point Likert scale items, and three open-ended questions. Likert scale items were based on amount of perceived emotional support mothers received in their environments at the time of survey administration. Open-ended questions addressed negative and positive aspects of parenting multiples and emotional support needs. The sample consisted of 171 mothers of multiple birth children from 23 states in the United States. Participants ranged in age from 20-50 years old with 38% not reporting age. Participants were 95.3% Caucasian, 0% African-American, 1.8% Asian, 0% Native American and 1.2% other; of these, 5.8% were Hispanic. We used demographic statistics and constant comparison to determine basic demographic characteristics of this sample and to identify emotional support needs of mothers of multiple birth children. We used Pearson product moment correlation to determine potential relationships between variables. Results indicated a statistically significant positive correlation between overall life satisfaction and partner satisfaction (r = .420, n = 170, p < 0.01). Therefore, mothers of multiples experience increased satisfaction with their lives when they receive greater support from partners. Also, results indicated a statistically significant positive correlation between partner satisfaction and partner caretaking responsibilities (r = .305, n = 169, p < 0.01). As partners of mothers of multiples increase contribution to caretaking of children, mothers demonstrate greater relationship fulfillment. Implications for mental health professionals working with mothers of multiple birth children are discussed.
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Johnson, Debbi R. "Emotional Intelligence and Public Health Education: A Prescriptive Needs Assessment." Thesis, NSUWorks, 2013. https://nsuworks.nova.edu/fse_etd/14.

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Emotional Intelligence is an ability that is crucial to the field of public health due to the fact that it encompasses the practitioner’s ability to communicate professionally, show empathy, obtain patient compliance and promote sustainable lifestyle changes in communities. This study seeks to evaluate a public health program in order to determine what emotional intelligence training currently exists, and what the attitudes of stakeholders are regarding emotional intelligence and its importance to the field of public health. This is done through interviews with the faculty, administrators and students, as well as a questionnaire that asks students to assess their own abilities in the area of emotional intelligence. The information gathered makes it possible to formulate recommendations to further incorporate emotional intelligence-building activities into the program. Results of the study show a direct correlation between public health and emotional intelligence competencies, which makes it an ideal program in which to integrate further training. Additionally, results indicate a gap between student’s self perception regarding their emotional intelligence abilities, and the perception their faculty and administration of student’s abilities. Finally, a significant lack of student engagement due to dissatisfaction with acceptance requirements appears to contribute to the perception of low emotional intelligence on the part of the students. Recommendations for future development of emotional intelligence in the program include the incorporation of training into the existing Orientation week, the addition of case studies into the courses most naturally related to emotional intelligence-building, the provision of training seminars for faculty, the inclusion of an advanced seminar for students on a voluntary basis, and the evaluation of the program using both a self-report emotional intelligence questionnaire and the Mayer, Salovey and Caruso Emotional Intelligence Test (MSCEIT) at the beginning and end of each term in order to track program effectiveness in the long term.
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Hedstrom, Alexander E. "Dynamic interaction between media use and caloric intake." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1578004183215134.

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Daily, Shaundra Bryant. "Digital story explication as it relates to emotional needs and learning." Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/32503.

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Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2005.
Includes bibliographical references (leaves 78-81).
Too often, efforts toward re-thinking learning environments focus solely on the cognitive aspects of education. By expanding our view to consider other aspects of adolescent development involved in education, we can begin to address the needs of the whole child. This research aims to 1) gain a better understanding of the effects of immediate emotions in middle school academic contexts and 2) create a system geared toward addressing the emotional needs of teenage girls. To support emotional self-awareness and empathy, a proactive emotional health was developed. This is a part of a long-term research plan for understanding the role that digital technology can play in helping address emotions and support learning for teenage girls. The system, G.I.R.L.S (Girls Involved in Real Life Sharing) Talk, allows users to reflect actively upon the emotions related to their situations through the construction of pictorial narratives. Users of this new system were able to gain new knowledge and understanding about themselves and others through the exploration of authentic and personal experiences. The system employs a new technology called common sense reasoning that enables it to infer affective content from the users' stories and support emotional reflection. This system has been evaluated with seventeen subjects; one group used the G.I.R.L.S. Talk system with emotional reflection support, while the control group used the system without the support. Over three weeks, the group supported with common sense reasoning about emotion increased the variety of emotion words used in their writing; the control group showed no such increase.
(cont.) In both cases, the system enabled the subjects to express themselves freely in a comfortable and meaningful way. Overall, this thesis makes three main contributions: 1) new insights into the effects of immediate emotions in academic situations for adolescents, 2) a new system for supporting teenage girls' emotional self-awareness and empathy, and 3) new insight into the value of utilizing constructionist technologies in proactive emotional health systems.
by Shaundra Bryant Daily.
S.M.
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Taylor, Kim. "The integration of children with emotional and behavioural difficulties in mainstream schools : three case studies." Thesis, University of Bath, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299664.

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Khan, Nooreen. "A small scale study exploring the emotional needs of English Language Learners." Thesis, University of Manchester, 2010. https://www.research.manchester.ac.uk/portal/en/theses/a-small-scale-study-exploring-the-emotional-needs-of-english-language-learners(0e564340-673d-495b-91c3-f96bfefed28a).html.

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Previous research into the needs of English Language Learner pupils (ELL) has predominantly focused on progress made in language acquisition and academic attainment, whereby learning and language needs were identified and managed. The current research aimed to explore the emotional needs of ELL pupils, and how they may be different to those of English speaking pupils. All data was collected from responses provided by pupils and teachers within two West Midlands based primary schools. A sequential mixed methods design was employed within a Critical Realist theoretical approach. In Phase 1 quantitative data was collected through the use of the Emotional Literacy Assessment and Intervention measure (2003) as a means of identifying emotional strengths and weaknesses. Self report checklists were completed by 106 pupils aged 9 to11, 29% of which were identified as ELL. Teacher checklists were also completed for each participant. This data was analysed using descriptive and inferential statistics. In Phase 2 qualitative data was collected via focus groups with ELL pupils and their English speaking counterparts, and semi-structured interviews were also conducted with their class teachers. Thematic analysis was used to analyse qualitative findings. Quantitative analysis of the checklist data indicated ELL pupils and their teachers scored ELL pupils as having significantly lower emotional literacy skills than their English speaking counterparts, which suggests they may have greater emotional needs. From the qualitative data, ELL pupils reported experiencing greater negative emotions at the time of starting school in the UK, in comparison to English speaking pupils of the same age. English language proficiency is identified by both ELL pupils and their teachers as the factor that has the greatest impact on their emotional well being. Protective factors such as empathic peers and language partners are identified. Possible mechanisms that may lead to the observed behaviours of ELL pupils are considered within the Critical Realist philosophy. The overall findings are discussed in relation to the literature review conducted, along with a critique of the methods used. The author discusses the lack of consideration of emotional factors within the current national approach to the learning and teaching of ELL pupils. The current study suggests ELL pupils have emotional needs that are specific to their circumstances, and highlights a need to develop a national framework which is grounded in evidence. Future research and the potential role of the educational psychologist in the development of a national ELL framework are discussed.
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Pool, Jonathan. "Brief group music therapy for acquired brain injury : cognition and emotional needs." Thesis, Anglia Ruskin University, 2013. http://arro.anglia.ac.uk/312324/.

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Injuries to the brain are the leading cause of permanent disability and death. Survivors of acquired brain injury (ABI) experience cognitive impairments and emotional problems. These often persist into community rehabilitation and are among the most significant needs for those in chronic stages of rehabilitation. There is a dearth of research providing evidence of music therapy addressing cognitive deficits and emotional needs in a holistic approach. This research answers the question how can brief group music therapy address cognitive functional gains and emotional needs of people with acquired brain injury. A mixed methods design was used to investigate the effect of 16 sessions of weekly group music therapy on attention and memory impairments, and emotional needs of ten ABI survivors in community rehabilitation. Quantitative data were collected to determine the effect of treatment on attention and memory functioning, mood state, and the satisfaction of emotional needs. Qualitative data were collected to reveal survivors’ experiences of brain injury and brief group music therapy. Analysis of the data showed that the intervention improved sustained attention (p<.05, r=.80) and immediate memory recall (p>.05, r=.46), and that the effect of treatment increased with dosage. Overall, the intervention was more effective than standard care, and cognitive functional gains continued after treatment for some ABI survivors. The intervention addressed emotional needs of feeling confident (p<.05, d=.88), feeling part of a group (p<.05, d=.74), feeling productive/useful (p<.05, d=.90), feeling supportive (p<.05, d=.75), feeling valued (p<.05, d=.74), and enjoyment (p<.05, d=.34). Improvements in these domains were observed in the immediate term and over the course of therapy. Music therapy enabled emotional adjustment through the development of selfawareness and insight. This study offers a music therapy method to deliver a holistic approach in rehabilitation. It demonstrates that music therapy can provide a cost effective, holistic treatment for ABI survivors.
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Harrison, Yola. "Jealousy: Its Emotional Components and its Relationship to Situational Versus General Needs." UNF Digital Commons, 1988. http://digitalcommons.unf.edu/etd/674.

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Male and female emotional reactions to jealousy arousing situations were investigated. These reactions were studied with relation to subjects ' general and relationship needs. Subjects ' expressed emotions, their general needs, and their relationship needs were measured. The results indicated that: 1) Females express stronger emotions in a jealousy situation, however, the range of expressed emotions for both males and females is similar. 2) Although relationship needs correlated more strongly, than did the general needs, with the expressed emotions, R* values were not high enough to permit understanding or prediction of these emotions through relationship needs.
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Mengel, Nadia. "A Social Work assessment of the emotional needs of HIV/AIDS orphans." Diss., Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-08182004-090705.

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Fulton, Graham, and n/a. "The Perceived needs of the terminally ill." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20050217.103844.

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While there is considerable international interest in the development of hospice and palliative care programs, as an alternative form of care for the terminally ill, there is minimal empirical research undertaken on the needs of recipients of these programs. Using a Q-sort, developed by the author, this research examined the relationship between individual patient's ranking of their needs, and the nurse's perception of the needs identified by individual patients in their care. A basic assumption of the study was that patients' needs could be categorised in four groups, namely spiritual, physical, emotional, and social. Consequently, the study also examined whether patients and nurses identified, as most important, needs from one group, more frequently than the other groups. The limited size of the sample placed severe restrictions on the analysis of results derived from this research. However, while no definite conclusions could be drawn from data obtained from the small sample, tentative analysis identified trends that may have proved significant had they continued in a larger sample.
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Tyrer, Victoria. "Emotional Literacy Intervention & Academic Attainment in Children with Special Educational Needs (SEN)." Thesis, University of Bristol, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520600.

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Page, Geoff William. "Risks, needs and emotional rewards : complexity and crisis in the Drug Interventions Programme." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608165.

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Elam, Christie McDuffee. "Equipping Teachers to Meet the Needs of Students with Emotional and Behavioral Disorders." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2403.

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The increase of students with an emotional and/or behavioral disorder (EBD) and the increased time they are in the regular education classroom presents multiple challenges for untrained regular classroom teachers. At the local site it was noted that leadership needed a deeper understanding of the practices used by the teachers with EBD students. The purpose of this study was to identify educator's descriptions of effective instructional strategies when working with EBD students. Using Vygotsky's theories of defectology and zone of proximal development as the framework, the guiding questions for this study focused on training, instructional strategies, and behavior management tools that teachers deemed successful in the inclusion classroom. Data were collected using a case study exploring the design with purposeful sampling strategies for participant recruitment. Two focus groups with 14 regular Kindergarten through fifth grade classroom teachers were conducted along with personal interviews with 5 behavior specialists. Data were analyzed using open and axial coding with iterative re-categorization strategies. The findings highlighted effective teaching strategies that focused on improving the overall educational experience in the inclusive classroom by targeting improvement of academic performance, social skills, communication techniques, and behavior management strategies. This study focused on a positive social change by positioning teachers to create a successful educational environment for all students. The study's project provided a culminating professional development project that presented the various strategies discovered during the data collection and analysis process.
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Preedy, Pat. "Are multiple birth children different from singletons? : meeting the educational needs of multiple birth children upon school entry." Thesis, University of Birmingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274307.

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Lee, Ana Elisa. "School Personnel Perspectives on Supporting Teachers of Students with Social-Emotional and Academic Needs." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7311.

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Thirty percent of elementary schools that serve underprivileged students in a Texas school district are considered low-performing according to state standards in the 2016 2017 school year. Little is known about the perspectives on the support teachers need while teaching students with high social-emotional and academic needs. The purpose of this general qualitative study was to examine perspectives on principal support for teachers who teach these populations. Data were collected through interviewing 9 teachers, 3 principals, 3 counselors, 3 instructional coaches, and 1 district academic leader. Social cognitive theory, role theory, and cognitive evaluation theory constituted the conceptual framework. Individual interviews were conducted, transcribed, and coded. Teachers’ top 5 supports were “follow through with school systems,” “trust in teachers by the principal,” “teacher collaboration with the principal,” “principal stands up for teachers,” and “principal has a lending ear.” Principals identified “budget for human resources,” “follow through with school systems,” “teacher collaboration with the principal,” “professional development opportunities,” and “planning time,” “trust in teachers from principal,” and “leading by example” were tied in the fifth ranking. School and district personnel identified “professional development opportunities,” “follow through with school systems,” “budget for human resources,” “principal has a lending ear” and “lead by example” were tied in 4th, and “principal is visible” was fifth on their list. These findings contribute to positive social change by informing the education field about positive support systems that ultimately enhance learning of students with high social-emotional and academic needs.
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Bolsover, Denise. "Information and emotional support post-miscarriage assessing the needs of women and their partners /." Available from the University of Aberdeen Library and Historic Collections Digital Resources, 2008. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=26461.

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Sieg, Ellen. "The Value of Close Relationships; 'Older Women' Talking About Their Social and Emotional Needs." Thesis, University of Leeds, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.515403.

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Broehm, Sarah J. "Emotional, social, and occupational needs of teenage parents in an effective teenage parenting program." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008broehms.pdf.

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Wright-Scott, Kerry-Ann. "The social-emotional well-being of the gifted child and perceptions of parent and teacher social support." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/118198/1/Kerry-Ann_Wright-Scott_Thesis.pdf.

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Internationally it is debated whether gifted children are resilient or emotionally vulnerable; therefore, to understand how Australian gifted primary school children fare, this study explored their social-emotional well-being and the social support provided by parents and teachers. The results revealed gifted children may experience difficult peer relationships, have a need to control emotions and feel different from their peers. Furthermore, gifted children sought more time with parents and an engaging learning environment with improved teacher behaviour management. Parents and teachers need to work together, acknowledging both strengths and weaknesses, to better accommodate the needs of the gifted child.
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Bohlin, Karl Johan, and Petra Wall. "Närståendes upplevelser av sjuksköterskans stöd i samband med plötsligt dödsfall : En litteraturbaserad studie grundad på analys av kvalitativ forskning." Thesis, Högskolan Väst, Avd för vårdvetenskap på grundnivå, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-7518.

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Background: In Sweden about 19000 people fall victims of sudden death every year. This covers around 20% of all deaths. Relatives are those who are closest to the patient, regardless of the type of relationship. When a patient suddenly dies this affects the relatives and they can suffer from high risk of complicated grief reactions or crises. Being the nearest professional contact in these situations, the nurse has an important role in supporting and guiding the relatives. Aim: The aim of this literature review was to nominate the relatives' needs of support from the nurse when a loved person suddenly dies. Method: The literature review was based on seven articles with a quality approach. Results:The analysis resulted in four themes; "to be seen and confirmed", "information", "take farewell" and "follow-up ". To be able to give support both mentally and physically, it is important for the nurse to give proper attention to the relatives. The nurse supports according to individual circumstances, giving clear and concise information. With privacy, peace and quiet the nurse may create the conditions for a dignified farewell. Afterwards, when the shock phase subsides, many questions need to be answered and a follow-up meeting is important. Conclusion: As nurses we will meet with relatives of patients who have suddenly died. Our results are, however, useful in all types of care, not only in cases of sudden death. The nurse´s attention to the relatives is an important factor in health care. Knowledge about the benefits of taking care of relatives in a situation of sudden death is, currently insufficient. Knowledge of the reactions of relatives who are confronted with sudden death needs to be further explored and existing research needs to be conducted / implemented in health care.
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Luu, Man Ky. "Sex work and HIV/AIDS in Vietnam : addressing mental and emotional needs of trafficking victims." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/61282.

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Poor mental health is a critical factor that can significantly impede reintegration success for many trafficked returnees. Sex trafficking is a highly traumatizing experience, and many victims of the sex trade describe feeling physically, psychologically and emotionally unwell at some stage of their post trafficking lives. These issues often develop during the period of exploitation, and intensify as they struggle to recover and reintegrate back into the society, mainly due to the stigma attached to their record as sex workers. In addition, their mental health worsens if they carry a sexually-transmitted disease, especially HIV/AIDS, which further heightens their distress and prevents successful reintegration efforts. Nonetheless, ensuring psychological support and counselling is not the norm in Vietnam due to the lack of trained professionals, and also cultural prejudice towards people with mental illnesses. Thus, in the absence of formal mechanisms of assistance and counselling, alternative instruments to help victims cope with psychological stress, anxiety, depression, and even suicidal ideation should be promoted and supported. This study seeks to explore religion and spirituality as an alternative instrument to address psychological and emotional needs of HIV-positive victims of sex trafficking in Vietnam.
Arts, Faculty of
Asian Research, Institute of
Graduate
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Levy, Benjamin. "Exploring the relationship between behaviour, emotional and social development needs (BESD) and progress in school." Thesis, University of Essex, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.528865.

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MacLeod, Kate. "The social, emotional and practical needs of children with juvenile chronic arthritis and their families." Thesis, University of Strathclyde, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388182.

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Higham, Victoria. "An exploration of the psychological and emotional needs of pregnant women with female genital mutilation." Thesis, University of Liverpool, 2015. http://livrepository.liverpool.ac.uk/2012539/.

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Background: Female Genital Mutilation (FGM) may put women at additional physical risks during pregnancy, which may leave them psychologically vulnerable. Pregnancy and childbirth research with women with FGM has focused on the physical risks and the outcomes of pregnancy for mother and child (Paliwal, Ali, Bradshaw, Hughes & Jolly, 2013; Small et al., 2008; Zenner, Liao, Richens & Creighton, 2013; WHO, 2006). The psychological needs of pregnant women with FGM are under researched in the UK, or have relied on retrospective accounts given many years after pregnancy. Aims: To explore the psychological and emotional needs of pregnant women with FGM and their experience of FGM, pregnancy and pregnancy-related care. Methods: Seven pregnant women were interviewed using semi-structured interviews, which were recorded and transcribed verbatim. Transcripts were analysed using Thematic Analysis (Braun & Clarke, 2006). Results: Five main themes emerged, which related to how women made sense of their FGM procedure (The shame of FGM) and how this impacted on their experience of pregnancy (Suffering), as well as their experience of care during their pregnancy (women with FGM need to feel cared for, information sharing, and specialised/individual care). The study highlighted the profound suffering of pregnant women with FGM, in particular their fear of labour and birth. The study was limited as recruitment was from specialist FGM services; however, in doing so the need for specialist services, with professionals who are knowledgeable and experienced with FGM-related pregnancy care, was emphasised. Conclusions: The study added to the understanding of how pregnant women with FGM experience their pregnancy and their maternity care, identifying the crucial aspects of specialist FGM.
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Gillespie, Patricia A. "Examining the perceptions of American educators on meeting the social and emotional needs of students." Muncie, Ind. : Ball State University, 2008. http://cardinalscholar.bsu.edu/755.

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Anderson, Sherriese S. "Social Worker Experiences Serving At-Risk Youth With Emotional and Behavioral Disabilities." Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/97.

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This dissertation was a qualitative study of school social workers who worked with special needs adolescent youth with emotional and behavioral disabilities in a public high school. This study centered on the experiences of 10 social workers in a public high school in New Jersey. All 10 school social workers were interviewed individually to uncover (a) how they perceived the school social worker's role within the public school setting, (b) the lived experiences of school social workers who worked with special needs youth with emotional and behavioral disabilities, and (c) why they desired to continue working with at-risk special needs youth based on their own experiences? Besides one-to-one interviews, each social worker completed a survey and wrote a personal statement reflecting on his or her work as a school social worker in the research setting. The researcher conducted interviews of each social worker at a mutual location decided by the researcher and the social worker. Results and findings may decrease misunderstandings and inconsistencies in the literature regarding school social workers and their role as they work with at-risk special needs youth in public schools. Social work practice and public school administrators may acquire new knowledge regarding the social worker's desire to continue working with this population group. The study should also contribute to existing literature regarding school social workers, adult social support, at-risk youth, special needs youth with emotional and behavioral disabilities, and qualitative studies aimed at understanding the lived experience working with the at-risk youth population. At the same time, this study should increase the researcher's personal and professional growth of how this population group perceived and acclimated to social work experiences.
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Rene, Kirsten M. "TheImpact of an Integrated Student Support Program on Non-Cognitive Outcomes for Students with Social-Emotional-Behavioral Needs: A Longitudinal Analysis." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108778.

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Thesis advisor: Mary E. Walsh
Poverty has many deleterious effects on child development, including negative impacts on social-emotional health, a developmental domain schools refer to as non-cognitive skills (Dearing, 2008). Unfortunately, children growing up poor often have underdeveloped non-cognitive skills, which significantly predict academic success and well-being (Farrington et al., 2012). Integrated Student Support (ISS) is one emerging approach that holistically supports cognitive and non-cognitive student development (Moore & Emig, 2014). While ISS has been found to improve academic outcomes, limited research examines its impact on social-emotional outcomes. This study focused on one ISS intervention, City Connects, which provides tailored student support plans to every child in a school via school and community-based services (Walsh et al., 2014). The study had three aims. The first was to examine the percentage of City Connects students with and without a social-emotional-behavioral (SEB) Need across levels of risk and service characteristics (i.e., domains, intensity levels, types) in second grade (N=896). The second was to examine improvement in three teacher-rated non-cognitive student outcomes (Prosocial Behavior, Self-Regulated Learning, Academic Effort) from second-fifth grade for City Connects students with and without a SEB Need (N=896). The third was to compare improvement in the same three non-cognitive student outcomes from second-fifth grade for students with a SEB Need in City Connects schools and comparable schools without the intervention (N=1,778). Multilevel modeling assessed aims 2 and 3. Significantly more students with a SEB Need were deemed higher risk and received more health, early intervention, and SEB/counseling services compared to students without a SEB Need in City Connects schools. Further, significant improvements from second-fifth grade were found in Self-Regulated Learning and Academic Effort for City Connects students with a SEB Need compared to those without a SEB Need. Significant improvements were also found over time in Academic Effort for students with a SEB Need in City Connects schools compared to those in comparison schools. Findings support that ISS improves non-cognitive functioning for students attending high-poverty schools
Thesis (PhD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
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Hillyer, Rachael. "The support needs of foster carers who look after young people with emotional and behavioural difficulties." Thesis, University of Wolverhampton, 2012. http://hdl.handle.net/2436/297633.

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The poor outcomes of young people leaving foster care are well documented and demand a focus on placement permanency and interventions that encourage stability (Rubin et al, 2007). The need for better support for foster carers is widely acknowledged (Warman, Pallet & Scott, 2006; Morgan & Baron, 2011). To provide effective support an understanding of foster carers support needs is required. A qualitative approach explored the support needs of foster carers who look after young people perceived to have emotional and behavioural difficulties. Semi- structured interviews were undertaken with 17 foster carers employed by a local authority or an Independent Fostering Agency. A grounded theory methodology within a social constructionist framework was used to develop a new theoretical understanding from the data. A central storyline of ‘keeping your head above water’ emerged and appeared to encapsulate daily struggles and ways of managing. Categories which contributed to this were ‘becoming isolated’ from other professionals, ‘role ambiguity’ regarding the multiple meanings attached to being a foster carer, ‘making sense of emotional and behavioural difficulties’ highlighting a need to understand the children cared for, ‘a focus on behaviours’ illuminating approaches to parenting and ‘unmet emotional needs’ which is a possible consequence of focussing on children’s behaviours. The emergent theory may hold potential for developing psychological formulations, interventions and training programmes for foster carers. Suggestions for future support are put forward based on the new theoretical framework. Applications of the findings to Counselling Psychology are discussed in detail.
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Lu, I.-Jung. "Virtual communities for parents of children with special needs in Taiwan : emotional support, information, and advocacy." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/virtual-communities-for-parents-of-children-with-special-needs-in-taiwan-emotional-support-information-and-advocacy(4b2ea002-25b5-40d9-9efb-417a5034c596).html.

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This thesis is a case study of three virtual communities for parents of children with special needs in Taiwan. The main focus of this research was on understanding the role that virtual communities play in providing support for parents. This study addressed the following research questions: How do virtual communities provide support for parents of children with special needs in Taiwan? What motivates Taiwanese parents of children with special needs to search for support through virtual communities? How does the support provided through virtual communities impact the relationship between Taiwanese parents of children with special needs and professionals? This thesis constructs an analytical framework that helps in understanding the concept of support in virtual communities for parents of children with special needs. Employing this framework identified three broad types of support: informational support, advocacy, and emotional support. In this study, informational support included parenting skills, advice, and access to services; advocacy referred to articulating needs and rights; and emotional support included solidarity, increased self-esteem, acceptance, and affirmation. All three virtual communities were established by parents; two are managed by parents, and one is managed by a professional. Web-based observations were conducted in each virtual community from November 2014 to December 2015. Semi-structured interviews were held with 14 parents, 7 professionals, and 6 administrators and concentrated on experiences of, and motivations for, seeking and providing support through virtual communities. The analytical framework was used to identify broad themes in the data. A thematic analysis was employed to look across the cases to identify commonalities and differences, and finally, a systematic analysis borrowing from social network analysis was used to map the interactions among the participants. The main findings of this study indicate that information and support related to parenthood and parenting skills was easily accessed through virtual communities. Parents were found to join together to share their experiences of parenting, comfort one another, and advocate for their needs through the virtual communities. The parents occasionally excluded members of the community to ensure that all members shared similar parenting values. In addition, parents are beginning to gain control of knowledge and their relationships with professionals through virtual communities. This paper's main contributions to knowledge are as follows: (1) Virtual communities allow parents to redefine themselves in ways that they believe are publicly acceptable. (2) Parents are using virtual communities to exercise power to renegotiate their identity and obtain resources. (3) Parents are also starting to alter the power relationships between themselves and professionals.
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Sharpe, Bethany Ruth. "Identifying and meeting the social, emotional and behavioural needs of refugee children in a primary school." Thesis, University of Manchester, 2010. https://www.research.manchester.ac.uk/portal/en/theses/identifying-and-meeting-the-social-emotional-and-behavioural-needs-of-refugee-children-in-a-primary-school(b99943e7-7bc4-4ef8-a745-3bd8e2d2560a).html.

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Refugee children are at risk of experiencing social, emotional or behavioural needs (SEBN) due to the stressful events they have experienced. These events may have occurred whilst in their country of origin, or when travelling to and seeking asylum in a new country. There are a high number of refugee children in the local authority where the current research takes place. Educational Psychologists (EPs) in the authority have become aware of some of the needs of these pupils through individual case work. However there is an acknowledgement that more detailed information about their needs is still required. There is also a role for EPs in working with school staff to support refugee and asylum seeker children. The current research was carried out by a Trainee Educational Psychologist (TEP) in a primary school with a high number of refugee children (10%). An action research design was employed, using the RADIO model to structure collaborative working with school staff. The focus of the action research was to identify the SEBN of refugee children in the school and to develop school practice. A whole staff questionnaire was completed for each class (15 classes in total) to explore the needs of all refugee children and identify the provision they had received. The ‘Strengths and Difficulties Questionnaire’ (SDQ) (Goodman, 1997) was incorporated into this questionnaire to obtain scores for all 46 refugee children in the school. Descriptive statistics were used to analyse the data. In order to further explore this data, three focus groups were run, one with members of staff and two with groups of children in Key Stage 2. The focus group data was analysed using thematic analysis. The SDQ data revealed that just less than 50% of the refugee children scored in the abnormal range for total difficulties. The themes emerging from the thematic analysis highlighted a range of ‘pupils’ emotions and behaviours’ and ‘reasons for different emotions and behaviours’. Provision in school was discussed in relation to ‘newly arrived pupils’, ‘social, emotional and behavioural support in school’ and ‘links with parents’. Somali refugee pupils were also highlighted as a group who had particular SEBN.An action planning group undertook further development work in response to the issues highlighted during the data collection phase. The group devised an action plan to focus on areas of the school’s provision to improve upon. The TEP supported the action planning group to focus on further developing the induction procedure in school. The implications of this research are discussed at the individual child level, the whole school level and for the role of the EP. The TEP also reflects on the role of the EP in identifying the SEB needs of refugee children and in supporting a school to carry out action research.
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Fox, Tessa. "Using action research to explore the implementation of emotion coaching at an alternative provision for children with social, emotional and mental health needs." Thesis, University of Bristol, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.720856.

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35

Ganster, Birgit, and Stefan Unterberger. "What needs a Leader? : Communication and Emotional Intelligence as the prospective Abilities of the True Leadership Philosophy." Thesis, Linnéuniversitetet, Ekonomihögskolan, ELNU, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-19567.

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Perception of today’s business is characterized through movements on globalization, transnational companies and global networks across the whole world. The perspective of a leader in the field of acting has moved from a national to a multinational level. Also the abilities and skills which are needed to develop further in order to succeed in this global transformation have changed. This thesis project, entitled ‘What needs a leader?, will touch upon these prospective abilities and skills. In the growing global economy the abilities as a prospective leader must continually develop. It seems to us that leading and not managing people is the first approach in direction of efficient leadership. Lead- ership and Management cannot be compared; one is about people, and the other one is about facts. Thus, in our thesis we take this as a challenge to develop the component of leadership further and want to explore which specific skills are needed. Communication and emotional intelligence are two fields of knowledge, which have received a great deal of focus in this research field high. Thus, only a few researches have concentrated their research on both fields of knowledge as a powerful leadership tool. Our thesis discusses the relevance of communication aligned with emotional intelligence as an efficient leadership tool in today's global networked society.
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Katherine, J. "Girls with emotional and behavioural difficulties : an investigation into the provision being made to meet girls' needs." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/1444442/.

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Background: Boys are heavily over-represented in the 'EBD population' and school provision reflects this. Little has been written about the general and specific needs of girls or the support which they require. While all pupils experiencing EBD are likely to have common needs, it is also possible that girls' and boys' needs may differ in certain specific areas. Aim: This study aims to access girls' views in order to investigate the educational provision that is made for girls with EBD, and whether this provision is meeting girls' needs. Samples: The research has involved conducting 40 face-to-face, structured interviews with staff and female pupils in two educational settings (a mainstream secondary school and a pupil referral unit). Methods: Interviews were structured around the following questions: What are pupils' and staffs beliefs about girls' behaviour? What do girls and boys need to help them manage their behaviour better? Is there anything that would specifically help girls to manage their behaviour better? The data was analysed using grounded theory methodology. Results: Analysis of the data suggests that behavioural interventions for girls need to include whole school, small group and individual approaches. The data also suggest that girls respond best to social and language-based interventions. Conclusions: These findings can be explained in terms of the proposal by Underwood (2003) that there are differences between girls' and boys' ESD, not in a simplistic dichotomy between internalising and externalising aggressive behaviour as has been previously thought, but because girls' aggression tends to be social, aimed at achieving social harm. Effective interventions are therefore likely to be those that utilise social forces: peer pressure, role models and language.
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Medcalf, Richard S. "The experiences of children and young people with social emotional and behavioural difficulties in physical education." Thesis, Coventry University, 2010. http://curve.coventry.ac.uk/open/items/4924e4dd-ca91-b463-5bc2-44e8ff3f5fc3/1.

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Research has previously highlighted the physical, social, affective and cognitive benefits of engagement in quality physical education (PE) (Bailey, 2006). Furthermore, practical, physical and expressive creative experiences in education have also been cited as being an important constituent when educating children and young people with social, emotional and behavioural difficulties (SEBD) (Cole and Visser, 1998). However, research has yet to address the experiences of the child with SEBD, as told by themselves, alongside the ideological benefits of their participation in physical education. As such, this study has examined how children and young people experience the National Curriculum of PE in England and Wales. Specifically working with those deemed by their school to have SEBD, this study aims to give voice to how participants create meaning of their PE experiences. A case study methodology was adopted whereby, after a period of piloting and familiarisation, two periods of twelve weeks were spent with six adolescent boys, each described by their schools as having SEBD. A range of participatory methods were used to elicit their perceptions of PE. Inductive processes of analysis generated outcomes which showed signs of the idiosyncratic nature of varying experiences and multiple truths. A number of themes emerged from the analysis of each case, aside to the contextualised responses of individuals. Participants spoke of their affinity towards the inherent practical nature of PE, which appeared to be forgiving of their desire for cathartic opportunities to participate physically. They regularly discussed their perception of PE being a subject allowing for relative freedoms not found elsewhere in their curricula. Narratives which described their experiences were also characterised by issues which focussed upon the non-educational aspects of the subject. The perceived pardon from the academic demands of school life, and the subsequent opportunities for socialisation with peers, were described as times which cemented the both positive and negative social systems at place in their classes. ii The case studies have resulted in the discussion of experiences which demonstrate the rich and highly individualised nature of children and young peoples‟ time in PE. The nature of their difficulties appeared to exacerbate and heighten the responses to participation which have been commonly reported in previous studies. Participants‟ time in PE was shown to be an example of the challenges that they face in their school lives more broadly. PE served to magnify both the positive and negative responses to education that were described as being experienced elsewhere in their curriculum subjects. This research has shown that, when adopting methodologies which privilege participatory methods, it is possible to gain greater depth of understanding as to how children with social emotional and behavioural difficulties experience physical education.
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Mahon, Tammy A. "Responses of teachers of students with emotional disabilities to student needs and the implications of licensure training requirements." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1344200.

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One result of the school reform movement has been changes in the teacher licensure programs. There has been a development of certain expectations in the quality of educators as well as in the educational services that are to be disseminated to students with special needs. Many states have restructured their licensure programs for special education teachers in order to adjust for the changing criteria for "high quality" teachers and to meet the demands due to shortages in the field and the current mandate for quality teachers. The state of Indiana changed its licensure requirements to incorporate a more generalist format. Categorical licenses, including ED have been discontinued in the area of special education. Teaching students with ED differs significantly than teaching other disability areas. This licensure change has resulted in fewer academic requirements in the area of ED. Therefore the new licensure format may result in less adequate preparation for future teachers to meet the diversity of needs experienced by this disability area. The level of training does effect the knowledge and skills teachers will have and their ability to provide appropriate services and placements for students with ED. Further, job stress for special education teachers of ED is a well documented role-related concern which has been linked to the levels of training and the intensity of student needs. The high attrition rate of special education teachers impacts the quality of services that students receive by limiting the growth in expertise that develops with experience. More appropriately trained teachers possess higher the quality of skills and knowledge which can be related to the quality of services provided to students and outcomes. The results of the study indicate that the more participants believed that their training was adequate, the more they were likely to believe that teaching students with ED requires a specific knowledge and skills and less likely to agree with IPSB's decision to eliminate skills associated with the categorical license program. This was a replication study and the findings supported the results of the earlier study completed by Braaten, Ulman, Merbler, and Polsgrove (2001).
Department of Special Education
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39

Law, Rollanda L. "Bridging worlds : a study of the way in which district nurses meet the emotional needs of dying patients." Thesis, Anglia Ruskin University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443316.

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40

Johnson, Scott. "Behind the scenes pushing : experiences of parenting a child identified as having Social, Emotional and Mental Health (SEMH) needs." Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/21419/.

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This research considers how mothers make sense of their experience of parenting a young person with Social, Emotional and Mental Health (SEMH) needs. It considers the impact of their interactions with practitioners who support their child, individual psychological experiences, in the form of the unconscious, and what influences these have on subjectivity. I consider how findings from parent narratives can be used to inform practice for educational psychologists and other practitioners working with parents. A narrative methodology, adopting feminist principles, which privilege the voice of mothers in the research process was applied. The research engages in an exploration of mothers’ experience and considers the influences of social narratives around neurocultural and individualising psychological discourses that impact upon relationships between practitioners and mothers. I adopt a critical realist perspective and use Lacanian Psychoanalytic concepts to bring together psychological and social factors that influence experience. The analysis highlights the influence of dominant discourse on how mothers make sense of themselves and their experiences of interacting with practitioners. It reveals the possibility that mental health needs, such as anxiety, depression and eating disorders, may be understood in specific ways which do not apply to other conditions, such as attention deficit, included in the SEMH category of difficulty as outlined in the Special Educational Needs and Disabilities Code of Practice (2015). Apparent commonalities and distinctions are highlighted as well as parent views on what they would find supportive when engaging with services and practitioners regarding their child’s needs.
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Dullea, Karen. "Participatory research and the empowerment of women : supporting women's practical and emotional needs in a Canadian rural Aboriginal community." Thesis, University of Warwick, 2003. http://wrap.warwick.ac.uk/2503/.

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Muir, Paula Michelle. "Stakeholders' experiences of the managed transfer process for pupils with social emotional and behavioural needs : an exploratory IPA study." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/stakeholders-experiences-of-the-managed-transfer-process-for-pupils-with-social-emotional-and-behavioural-needs-an-exploratory-ipa-study(552b1d24-41fd-4672-bd74-bfd90d1a77a0).html.

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Research has consistently highlighted the short term and familial difficulties (Munn, 2000), long term difficulties (SEU 1998) and the financial costs to society (Parsons, 2011) resulting from the permanent exclusion of young people from education. Key legislative changes and government publications (DCSF 2004; 2005 & 2010) have repeatedly recommended the use of managed transfers as an alternative to permanent exclusion, yet there is very little research evidence to support this. National and local exclusions statistics suggest that the implementation of managed transfers has contributed to a reduction of the numbers of young people being permanently excluded from school, but does this statistical phenomenon equate to an increase in the inclusion of young people? This research aims to explore the experiences of young people, their families and professionals working within the managed transfer system, to address the research question What are different stakeholders’ experiences of the managed transfer process?Interpretative Phenomenological Analysis (IPA) was core to the design of the study and was used to analyse individual interviews from five young people and five parents, and focus group data from eight professionals working in mainstream settings, all of whom had experienced at least one managed transfer in the same local authority. Individual analysis of pupils’ experiences raised superordinate themes relating to relationships, control, identity, rejection and education. Individual analysis of parents’ experiences produced themes relating to relationships, agendas, control, pupil identity, flexibility, communication, acceptance, education and statementing. Analysis of focus group data relating to professionals’ experiences of managed transfers, produced themes around cognitive dissonance, relationships, agendas, exclusion/inclusion, motivation and feelings of failure. A deeper level of analysis, including all stakeholder experiences, produced two global superordinate themes; cognitive dissonance and relationships. The theme cognitive dissonance represented the behaviours that participants engaged in to reduce conflict, often between their own beliefs and the beliefs or actions relating to the managed transfer. Although this theme encompassed many of the earlier themes, the behaviours and mechanisms employed by different individuals to reduce dissonance differed, as did the cause of conflict causing the dissonance. Relationships were highlighted by nearly all of the participants, but different relationships were valued by different individuals and at different stages during the managed transfer process. Despite the initial similarities across the experiences, this research highlights the individuals’ sense making activities in relation to this complex social phenomenon and drew many parallels to research with young people and their families whom had experienced permanent exclusions from school. This research concludes with some overarching recommendations to improve the experiences of all stakeholders, not by applying a stringent set of rules or procedures, but through the development of a shared ethos and rationale, with greater inclusion of all stakeholders, allowing for processes to be flexibly applied and reasonable adjustments to be made in response to individual need, making inclusion central to the transfer rather than focusing on top down processes.
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Jones, Lee-Anne. "Experiences and needs of mothers of sexually abused children : a Gestalt perspective / Jones, L.K." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7058.

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The aim of this qualitative study was to explore and describe the experiences and needs of mothers of sexually abused children. A conceptual framework outlined the theoretical underpinnings of this study which focused on the core theoretical concepts of Gestalt therapy theory and the field of child sexual abuse with particular focus on the impact that the child’s trauma has on the mother. Semi–structured interviews were conducted with a sample of five mothers in order to gain rich data from their phenomenological experience. These interviews were transcribed into text and analysed. Several themes and categories emerged and were explored with the use of a literature control. These themes included the mother’s phenomenological experience of the sequence of disclosure, their awareness of the impact of their child’s sexual abuse on their holistic sense of self, their intra and interpersonal contact making styles, their need to facilitate a healthy sense of self and lastly their phenomenological knowledge gained through their field experience. The disclosure of their child’s sexual abuse signifies the start of the secondary trauma experienced by mothers, and the start of the cycle of a new experience that they struggle to bring to closure. This knowledge that their child has been sexually abused has an immediate negative impact on the mother’s field and their sense of self. Their process of healthy self–regulation is hindered due to the strong negative polarities in the self being formed and the self–blame that the mothers experience. This study therefore concluded and strongly recommended that mothers of sexually abused children receive support in the form of therapeutic intervention and education while their child receives therapy.
Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2012.
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44

Mack, Abdul. "Identity Reconciliation: Understanding the Relationship between the Pursuit of the Ideal-Self and Intrapersonal Conflict." Diss., NSUWorks, 2018. https://nsuworks.nova.edu/shss_dcar_etd/89.

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Cognitive responses to identity crisis can influence inner harmony, behavior, and decision making while negatively affecting interpersonal relationships. The emotions associated with identity crisis establish the conditions that lead to various forms of conflict. Identity-related conflicts are often intractable and characterized by high levels of stalemates, counterproductive responses, posturing, or one-sided resolution expectations. Furthermore, the onset of dual conflicts brought about by competing internal and external demands has a deleterious impact on conflict strategies and resolution attempts. The purpose of this study was to explored the relationship between the pursuit of the ideal self and intrapersonal conflict as a means to further the understanding of the role identity in conflict. The researcher utilized a mixed-method approach to determine associations between variables. During the quantitative phase of the study, a Pearson’s bivariate correlation was used to establish statistical significance. Research results reveal a strong significant negative correlation between the pursuit of the Ideal Self. A Transcendental Phenomenological inquiry was conducted to explore the essence of the participant’s experience. Participants described the phenomenon as an unachievable, continuous, and emotional maturation process that fosters reflection, restraint, and inner peace. Additionally, the qualitative phase of the study revealed a connection between the pursuit of the ideal-self and an individual’s conflict management style.
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McComb, Elizabeth. "Analysis of the Collaborative for Academic, Social and Emotional Learning (CASEL) Student Needs Assessment using the Theory and Factors of School Connectedness." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1304700555.

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46

Li, Yuanbo. "Therapeutic Decision Making by Muscle Invasive Bladder Cancer Patients| The Role of Informational and Emotional Needs and Care Provider Support." Thesis, Icahn School of Medicine at Mount Sinai, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13814283.

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Objective: To explore patient factors that influence patients’ decisions about Neoadjuvant chemotherapy (NC) including patient unmet needs, challenges in decision making, and the role of family and caregiver involvement in treatment decision making. Our goal is to elucidate patient factors including their beliefs, values, expectations, worries about NC and MIBC, emotional challenges, and the importance of caregivers’ involvement in decision making and selection of treatment procedures.

Design: A qualitative study with semi-structured single interviews and focus groups. Atlas.ti software was used to analyze the qualitative data collected.

Settings: Icahn School of Medicine at Mount Sinai (ISMMS) and Northwell Health (NH), New York, USA.

Methods and Materials: 20 MIBC survivors from the ISMMS (n = 10) and NH (n = 10) were enrolled in this study from September 2015 and August 2016. 17 of them finished a semi-structured single interview and 3 of them joined a focus group interview to share their decision-making process about their treatment plans. Three ISMMS health care providers were interviewed to understand physicians’ standpoints on the challenges, barriers, and potential facilitators for MIBC patients to make a decision about their treatment plans.

Results: Patients decisions on whether or not to go through NC were influenced by three major parts: physician’s opinion or suggestion, family and spouses’ opinion, and patients’ own value and preferences. Sufficient information about treatment efficacy (i.e. treatment options, survival rates, experience sharing from former patients) would benefit patients’ decision-making process. Therefore ensuring information available for patients is important Results also showed that having a second opinion, experience shared by other patients, and caregivers’ help with information search helped address some of the patients’ reported informational needs. Physicians’ recommendations and advice were reported as influential factors in patients’ treatment decision making. Physicians’ challenges confirmed by interviewed patients suggested several areas await improvement including more help with daily activities from healthcare professionals, good bedside manners and professional figures, and opportunity to communicate with former patients.

Conclusions: Meeting patients’ informational and emotional needs is imperative to facilitate their decision-making process. Caregivers play significant roles in treatment decision making and recovery. Preparing caregivers for treatment decision making and patient care can maximize support received from the patient’s social network.

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Forte, Lisa. "The relation between emotional needs satisfaction and willingness for reconciliation in previously advantaged and previously disadvantaged groups in South Africa." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/10458.

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Includes bibliographical references (leaves 58-62).
The purpose of this study was to apply Shnabel and Nadler's (2008) Needs-Based Model of Reconciliation (NBMR) to the South African context as it holds potential to specify conditions under which reconciliation initiatives in the workplace are likely to lead to success. This study was both a between-subjects and within-subjects quasi-experimental design. Online questionnaires were distributed to full-time workers and students, of which 811 participants responded.
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Jett, Noel. "Radically Early College Entrants on Radically Early College Entrance: A Heuristic Inquiry." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc1404578/.

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Despite the fact acceleration has been studied thoroughly as an educational practice for the gifted, early entrance to college specifically has been overlooked. Not only this, but a large portion of this research pertains to early college entrance programs, which provide resources that many early college entrants may not have. The lived experiences and perceptions of radically early college entrants (three or more years advanced) were explored through interviews and heuristic inquiry. The interviews addressed affective aspects of early college foremost, with additional discussion of academic experiences, college choice, and career outcomes. Findings support that radically early college entrants are happy with their choice overall, though more specific findings elaborate on the benefits and limitations of early college, possible regrets, and the social issues this population faces.
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Acosta, Quispe Deisy Sorayda. "Esquemas Maladaptativos en personas investigadas por algún delito de Lima." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2020. http://hdl.handle.net/10757/652208.

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Actualmente, se observa un crecimiento en los índices de violencia en la ciudad de Lima. Los especialistas forenses indican que los agresores y víctimas crecen en ambientes familiares y sociales donde no se satisfacen las necesidades emocionales. Por tal motivo, se abordó la problemática a partir de los esquemas maladaptativos tempranos los cuales se generan en las primeras etapas de la vida e influyen en la vida adulta. En ese sentido, el principal objetivo de esta investigación fue describir los esquemas maladaptativos tempranos en investigados por algún delito en Lima. Este estudio se realizó desde un enfoque cuantitativo de tipo descriptivo. Por ello se aplicó el Cuestionario de Esquemas de Young 3era edición (versión reducida) en una muestra de 20 personas investigadas por algún delito, siendo 8 presuntas víctimas y 12 presuntos victimarios. Los resultados indican que los EMT con mayor prevalencia son el de Estándares inflexibles (70%) y Pesimismo (55%). Según la condición del participante, las presuntas víctimas presentan mayormente Grandiosidad (63%) y Búsqueda de Aprobación (63%); mientras que, en los presuntos victimarios, la mayor prevalencia está en Vulnerabilidad (67%) e Insuficiente autocontrol (58%). El estudio presenta limitaciones en relación al tamaño reducido de la muestra ya que no permite hacer una generalización de los resultados, por lo que se sugiere ampliar la muestra para futuras investigaciones.
Currently, there is a growth in the rates of violence in the city of Lima. Forensic specialists indicate that aggressors and victims grow up in family and social settings where emotional needs are not met. For this reason, the problem was addressed from the early maladaptive schemes which develop in the early stages of life and influence adult life. In this sense, the general objective of this study was to describe the early maladaptive schemes in people investigated for a crime in Lima. This study was carried out from a descriptive quantitative approach. For this reason, the Young Schemes Questionnaire 3rd edition (reduced version) was applied to a sample of 20 people investigated for a crime, with 8 alleged victims and 12 alleged perpetrators. The results indicate that the EMT with the highest prevalence are that of inflexible Standards (70%) and Pessimism (55%). According to the condition of the participant, the alleged victims present mostly Grandiosity (63%) and Search for Approval (63%); while, in the alleged perpetrators, the highest prevalence is in Vulnerability (67%) and Insufficient self-control (58%). The study has limitations in relation to the reduced sample size since it does not allow a generalization of the results, so the sample will be expanded for future research.
Trabajo de investigación
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Barratt, Robert John. "Special needs children and the environment : exploring the home environmental experience of 7 year old children with emotional and behavioural difficulties." Thesis, University of Sussex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299952.

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