Dissertations / Theses on the topic 'Holistic Persona'

Thesis (DEd (Education))--Cape Peninsula University of Technology, 2017.
Many youth experience some form of identity crisis as they transition into adulthood. This crisis is amplified in the lives of many working-class youth who have to contend with heading households owing to the absence or death of parents and a socioeconomic context of poverty, lack of access to quality learning opportunities, unemployment and deepening inequality. A recent analysis of youth unemployment statistics in South Africa shows that at the end of 2016, at least 7.5 million youth were not in employment, education or training (NEET), with a large percentage residing in the Western Cape. The growing NEET numbers present a huge problem to youth, communities and the state, as youth who are not in employment, education or training have a greater propensity to become disengaged and disconnected from self, family and social, economic, political and cultural activities, further minimising their opportunities for growth and development. Despite the growing NEET numbers, there remains a paucity of research on credible and sustainable solutions to the NEET crises, including research that gives credence to youth voice and experience. The key purpose of the study was to explore youth experiences of a holistic approach to personal transformation as one particular programmatic approach or developmental pathway for vulnerable youth. The imperative is to explore ways of addressing the current NEET crisis and simultaneously deepen the theory and practice of youth development. The study used an ecological perspective as its theoretical framework that illuminated the influence of relationships and contexts on the development of children and youth. A phenomenological approach was chosen as it was deemed best suited to exploring and understanding people’s perceptions and experiences of a particular phenomenon. Narrative inquiry was employed as the methodological framework to explore the views of five youth respondents and their parents or guardians. Techniques to enhance the credibility and trustworthiness of the data included triangulation, which was effected through the collection of two sets of data, an extensive literature review and use of a reflective journal. The findings illustrate that a holistic perspective, as one particular philosophical and programmatic approach to personal transformation, has the potential to foster connection with self and family, enhance the psychological capital of young people and provide the impetus for them to remain on a positive developmental trajectory. The significance of a holistic approach lies in its ability to recognise and integrate all dimensions of their being into the learning process and meet a variety of needs as a result of their particular socioeconomic and psychosocial realities.

Academic and medical institutions are responding to rising critiques of mainstream, scientific medicine (biomedicine). One response is the establishment of centers and programs devoted to whole person care. I assess the response of the McGill Programs in Whole Person Care (WPC) to these critiques, particularly its incorporation of spirituality into medicine. Through textual hermeneutics, participant observation, and semi-structured interviews with faculty members, I argue that WPC is constructing its own worldview and normative framework. It does this by selectively drawing from the religious traditions of ancient Greece, Buddhism, and Christianity, interpreting these selections in terms of Jungian psychology, and sometimes secularizing them. My aim is to better understand the theory and praxis of whole person care in McGill University's Faculty of Medicine as a case study but also the ethical issues it raises. I conclude by providing points of reflection for institutions wishing to incorporate these health ideas and practices into conventional medicine.

This study examines questions about the relationships that seem to exist between the goal of supporting personal agency in student writers and a specific meditation practice as implemented in the second semester of freshman composition. With both whole-class and individualized data sources, the study seeks to address changes in students' attitudes toward the meditative practice as well as their own senses of personal agency. In addition the study seeks to identify to what extent and in what ways do students articulate relationships between their use of meditative techniques in class and their own perceptions of their personal agency in writing. The individualized case studies examine students' reflective writings completed during one semester of data collection, in addition to their verbalized reflections discussed during an oral interview conducted at the end of that semester.

The overall aim of this thesis is to critically assess the concept of the person in Macmurray's philosophy. This exploration requires a general examination of Macmurray's published and unpublished writings owing to the lack of any full length study of his ideas. In particular, this thesis is broadly sympathetic to Macmurray's thought and seeks to reveal the relevance of its for today. Whilst certain details of his theory are contentious and inadequate, they are not beyond redemption. Religion is important for Macmurray, but he is primarily a philosopher, and the content of this thesis reflects this. In the first chapter, Macmurray's antagonism towards traditional mind-body dualism is discussed in connection with his definition of the Self as an embodied agent. It is in this sense that his concept of the person represents an holistic account of the individual. Whilst speculation surrounds Macmurray's influences, some comparisons are drawn and the ensuing criticisms are examined. As a direct result of the postulation of the Self as agent, the existence of the Other is both confirmed and deemed necessary. Chapter two explores the interaction between the Self and the Other from the perspective of the human infant. It asserts the importance of relationships for the growth of the individual. Then, with reference to the ethical implications of the related agent, chapter three examine the composition of societies, paying particular attention to Marxist analysis, and seeking to extricate Macmurray's transferable ideas from those conditioned by his era. Finally, chapter four claims that communities are necessary for the full expression of the person, whilst criticising Macmurray's dubious employment of religious terminology in this respect. In essence, this thesis argues that the insights of Macmurray's theory have been needlessly neglected, and that the person must be understood from the perspective of agency and relationships.

In sixth grade, I did an art project where I painted a self-portrait. I decided to paint myself looking in a mirror. On the right-hand side of the canvas was the back of my head. On the left-hand side was a reflection of my face looking back at me in the mirror. During one session with my art teacher, she looked at my painting and paused before asking, “what happened?” She paused again before continuing that at one point the painting was on the right track, implying since that point, something had gone terribly wrong. I mean what was looking back at me in the mirror was quite scary. It was a girl with sharp, angry brows who was grimacing like that emoji with clenched teeth. By the end of the project the painting only got uglier and unfortunately lived in my family’s home for years to come. My mom once told me that “interesting” isn’t necessarily a good thing. It was said right after I proudly shared with her that I received a certificate that read, “Most Interesting Art Project” for a paper doll I made to look like myself in eighth grade. Since that subtle comment, I’ve always been careful about how I choose and use words. I didn’t dare challenge my mom’s comment. Instead, I recall being mad at my art teacher. How could she call my paper doll interesting! What did she mean by that? I’ve always been better with paper than paint and I knew that unlike my self-portrait that I had painted two years prior, this doll I constructed, complete with my ponytail and 空手着 (karate uniform) actually looked like me! It’s been over a decade since these two “art incidents” but oddly enough these stories are quite telling about my current self-perception. This is the power of storytelling. Not only does it help me to connect with people beyond small talk but writing and reflecting on my past has helped me understand who I am now. Today I am an educator, supervisor of students, and a young professional in higher education. More than titles or positions I hold, I find meaning in the relationships I build with my colleagues, students, mentors, and community. What I have learned and hope to share to all educators, staff, students, and leaders by way of writing this thesis is the value and necessity of exploring, unlearning, and challenging yourself to understand who you are, how you are who you are, and why you are who you are. While recognizing that I have changed and will continue to change through growth, learning, and time, I find security at this intersection of past and future where I am present in this self. As someone who is empathetic, I am sensitive to other people’s feelings and emotions. With context, I attempt to understand how someone else may feel still while recognizing I may never truly know their experience. On the contrary, I’ve discovered that to be empathetic with my own self is quite challenging! This insight has created inner chaos and has helped me understand how I do and don’t process my own feelings and emotions regularly. As someone who has made it a priority to serve others, I am fueled by keeping busy as a way to have a purpose in all of my actions. I want to be useful. Through this grind, I’ve lost a sense of who I am and valuing myself beyond my work and what I am capable of. I don’t believe this is a unique experience. I have taken responsibility for burning out and running on empty. I am shifting gears. I have taken this opportunity to write my own experiences in hopes that there is something to be learned from it for anyone who has ever taken on too much, has run away from themselves, or been uncomfortable with who they are.

Ankylosing Spondylitis (AS) and Chronic Pain Syndrome (CPS) can be treated in many different ways. I found a problem in the balance of healing modalities surrounding diagnosis and care of illness and disease. This struggle is not singular to AS and CPS, but universal to physical and mental concerns. Some effective treatments and therapies are not recognized as such or are just beginning to become so. The scope of my work reflects on the course of my life. It was heavily influenced by the way my medical care was managed from an early age and how it evolved over the years. Through my educational program, I examined the necessity to bridge the gap between treatment paradigms and to expand on a broader, more inclusive, healing rubric. This rubric includes a broader emphasis on skill-based and complementary and alternative medicines. The viability to incorporate holistic health therapies earlier in life is explored through my use of the Scholarly Personal Narrative (SPN) qualitative research method. I chose this methodology because scientific fact could be argued either way for one therapeutic approach over another. By incorporating lived experience through SPN the union and cohesion necessary in all healing modalities, and their positive aspects, can be seen. The truth becomes self-evident. The results of this examination showed awareness earlier in life toward alternative and holistic treatments being paramount. Parents and educators lack information concerning modern therapeutic approaches. It also showed each situation will vary, but choice in treatment for ailments and illness of all kinds is not only viable, but highly recommended and researched. Access issues such as health insurance remain obstacles with some treatments and therapies, while others are a matter of cost prohibition, such as nutrition therapies. The implications of my work indicate a need for earlier incorporation of holistic healing programs and skill based therapies alongside perpetuated medical models in early childhood development and education. In conclusion, awareness towards medical concerns and how we as a society treat them can be improved upon by systemically incorporating less harmful therapies earlier in life. Fostering relations between medical providers, care providers and educators for students' wellbeing should be the foreground of any educational policy. Educators and parents alike should be made aware of and take advantage of effective skill-based treatments before a physical or mental condition surfaces or medication only approaches are authoritatively recommended. Integrating programs that build strong mental resilience and focus on youth development and education can reduce the necessity for more invasive treatments or medications should an ailment or illness develop.

Existing anthropological research and discussion related to contemporary Wiccan and Witchcraft practice is growing and indeed has been explored by anthropologists and other writers from the northern and southern hemispheres. However, there has been limited discourse on how and what Western Australian Wiccans and Witches learn. This ethnographic research fills that gap by exploring, in two separate sections, how Wiccans and Witches have developed relevant skills in a social learning structure and what ritual practice they have learnt as a result. The thesis proposes that the current theories of learning and ritual fail to adequately describe the social processes and outcomes observed.In the first section, focusing on how the participants learn, I argue that cognitive, behavioural and humanist learning theories as well as the most relevant social learning theory, Communities of Practice, fail to explain adequately the holistic learning processes with which the Wiccans and Witches are engaged. Instead I propose a new and complementary theory of learning that I identify as 'Whole Person’ theory that more effectively describes the holistic and intuitive nature of learning the research participants undertook.In the second section I go further to show that the existing theories of ritual fail to explore and consider ritual as a product or outcome of learning and instead focus heavily on ritual either as a process contributing to and reflecting the social order in which it takes place or they describe the structure of ritual. This research shows that ritual can be both a process of a social group as well as a product and an end result of learning and social interaction. The ethnographic materials presented extend our understanding of both learning and ritual.

Bakgrund: Personcentrerad vård har som målsättning att betona att patienter är personer med behov och resurser som behöver bekräftas och tillvaratas av sjuksköterskor. Patienters erfarenheter är att det är grundläggande att bli sedda ur ett holistiskt perspektiv, uttrycka vad som är viktigt för dem och bli förstådda. Syfte: Att beskriva sjuksköterskors erfarenheter av att vårda personcentrerat. Metod: En systematisk litteraturstudie med beskrivande syntes där elva vårdvetenskapliga artiklar ligger till grund för resultatet. Resultat: I resultatet framkom två teman; Att se personen bakom patientenmed två subteman: Betydelsen av att se personen i sitt sammanhang och Betydelsen av att identifiera personens individuella behov och Att skapa en vårdrelation med två subteman: Betydelsen av att skapa tillit och Betydelsen av att involvera personen och de närstående. Slutsats:Sjuksköterskors erfarenheter av att vårda personcentrerat beskrevs som att lära känna personen bakom patienten för att personen skulle kunna vara i centrum av vården och inte sjukdomen. Genom att se personerna i sitt sammanhang och identifiera vilka behov de hade, kunde sjuksköterskor förstå vad som var viktigt och anpassa vården efter dessa behov. Vidare framkom att det var centralt att bygga upp en vårdrelation med patienten.

Šio darbo tikslas - suformuluoti krikščioniškos antropologijos principus ir jais pagrįsti naujos Šv. Juozapo katalikiškos mokyklos koncepciją. Pirmoje darbo dalyje išnagrinėjami penki Bažnyčios dokumentai, aptariantys katalikiškos mokyklos misiją ir prasmę. Juose matyti aiški Bažnyčios nuostata, kad katalikiška mokykla yra ypatinga misijų vieta, savo veikla atliepianti į kiekvieno laikmečio iššūkius. Darbe aptarta katalikiškos mokyklos raida Lietuvoje XX a. ir XXI a. pradžioje. Katalikiška mokykla, atskleidžiama kaip išskirtinis edukacinis reiškinio, kreipiantis link visuminio asmens ugdymo. Pateikiamas Šv. Juozapo mokyklos gimimo kontekstas, pabrėžiant šeimų bendruomenės siekį tinkamai atlikti savo pareigą auklėti ir mokyti vaikus, bei gyventi vientisą ir nepadalintą gyvenimą. Krikščioniškomis vertybėmis persmelkti visą ugdymo procesą, ugdyti žmogų kaip visumą, stiprinant žmogaus kaip asmens vertingumą, kuriant bendravimo ir bendradarbiavimo kultūrą, galutinai vienovę atrandant Kristuje. Antroje darbo dalyje įvardijami ir išnagrinėjami krikščioniškos antropologijos principai, leidžiantys į žmogų žvelgti visuminiu žvilgsniu, matant jį kaip nuostabų Dievo kūrinį, sukurtą pagal Dievo paveikslą ir panašumą, vienintelį, kurio Dievas norėjo dėl jo paties. Šis žvilgsnis kreipia į teisingą santykį su žmogumi visuomet matant jį kaip tikslą savyje. Žmogus, būdamas laisvas ir protingas, gebantis mylėti yra pašauktas dalyvauti dieviškoje misijose atsakingai tęsti kūrimo darbą, teikti... [toliau žr. visą tekstą]
The aim of this work is to formulate the principles of the Christian anthropology and thus ground the conception of a newly born Catholic School of St Joseph. The first part of the work deals with the analysis of five documents of the Church, where mission and meaning of a Catholic school has been discussed. It has been claimed by the Church that a Catholic school is a special place of missions and its activities correspond to arising challenges of every epoch. The analysis of the evolution of Catholic schools in Lithuania in the XX and XXI centuries is also provided. Catholic school is revealed as an exclusive educational phenomenon directing towards the whole and unified upbringing of a human being. The background of the birth of St Joseph’s School is presented, emphasizing the aim of the family community to fulfil its duty to raise and educate their children and to lead a solid and undivided life of integrity. The school has been founded while having purpose to integrate the whole of educational process with Christian values, to educate a human being as a whole, stressing the value of a person, supporting culture of communication and cooperation and discovering the final unity in Jesus Christ. The second part of the work deals with the analysis of the principles of Christian anthropology, which enables one to see another human being with a unifying outlook and recognize him as a remarkable work of God, created after the image of God, unique and desired by God for his own... [to full text]

The dissertation deals with the issue of reflection, democracy and educational drama. The overarching aim of the dissertation is to investigate whether educational drama may be perceived as fostering democratic values in the literature and curricula.

The dissertation shows that, based on various different theoretical and philosophical values, an interplay does exist between the goals for an activity and the choice of content and work method, which creates a number of opportunities for reflection in the various different perspectives of educational drama. It also indicates, however, that attitudes towards educational drama shift in the different curricula, where the artistically oriented perspective is the one most sought after. As a result, education in democratic values, which does not necessarily problemize social and political issues, is demanded from educational drama.

The literature analyses made in the dissertation reveal four perspectives. Within the artistically oriented perspective, a democratic potential exists in giving the individual tools with which to learn both how to achieve and to create knowledge. Every performance is a story about life and, for every performance the individual takes part in, his knowledge of art and human problems at different times and in different situations increases.

Within the personal development perspective the individual. acquires tools to understand himself in relation to others and to understand the connection between various dynamic processes occurring at individual, group and community levels. The aesthetic form as well as the participant s' own experience of life gives cause for adaptation and reflection.

The democratic potential contained in the critically liberating perspective are that the individual acquires the necessary tools to investigate both in word and deed power relationships in society and how such power relationships are made apparent in concrete human situations.

The idea of fostering democratic values contained in the holistic learning perspective is characterised by acquiring tools with which to understand the universal human significance behind every problem. In the communicative process, the varying language skills of the individual are developed, skills in which artistic expression is fundamental for understanding complex human situations.

Bakgrund: Utifrån erfarenheter och teoretisk kunskap har sjuksköterskestudenter uppmärksammat hur stereotyper kring kön finns starkt närvarande i sjukvården. Vården är dominerad av kvinnor men styrs av maktstrukturer utifrån patriarkala hierarkier. Problem: Kan förutfattade meningar om vad som är manligt och kvinnligt bli ett hinder för personcentrerad vård? Förminskas patienten från att vara en individ till att bli en generalisering utifrån genusnormer? Kan sjukvården bortse från fördomsfulla vårdkulturer gällande könsstereotyper i mötet med patienten? Syfte: Att beskriva hur sjuksköterskor upplever att genus påverkar den personcentrerade vården. Metod: Examensarbetet är en empirisk intervjustudie som använder en kvalitativ manifest innehållsanalys av obearbetat material. Urvalet består av sjuksköterskor inom svensk somatisk vård. Resultat: Vårdares och patienters kön har stark inverkan på vårdens utformning samtidigt som det florerar uppfattningar hos sjuksköterskor att en förutsättningslös attityd kan överbrygga könets betydelse. Slutsats: Genus måste belysas starkare, både i forskning och klinisk praxis då genus har en direkt och indirekt inverkan på den personcentrerade vårdens kvalitet. Sjukvården måste bli bättre på att medvetandegöra genus då rådande genusnormer ofta är osynliga och måste belysas kontinuerligt för att inte åter bli osynliga och genom detta orsaka diskriminering och vårdlidande.
Background: Experience and theoretical knowledge made nursing students aware that gender stereotypes are present in health care. Health care is dominated by women but controlled by patriarchal hierarchies. Problem: Can prejudice on masculinity and femininity hinder person-centered care? Is the patient being reduced from being an individual to becoming a generalization of gender norms? Is it possible for health care systems to ignore the impact of prejudiced gender cultures and still give patients qualitative treatment? Aim: To describe registered nurses experiences of how gender affects person-centered care. Method: An empirical interview study with a qualitative manifest content analysis of unprocessed data. The selection comprises registered nurses in Swedish somatic health care. Result: The gender of health care personnel and patients strongly affects the formation of health care relationships. Simultaneously there is preconception among nurses that an unbiased attitude can overlap the consequences of gender. Conclusion: Gender needs to be illuminated, in scientific research but also in practice. The health care system needs to develop its awareness of gender because prevailing gender norms are often invisible and need to be continuously illuminated in order to prevent gender bias, discrimination and care suffering.

Background: Person-centred care is a care model that favors the whole person to be seen, not only the disease. Caring person-centred means giving time and listening the patient about their health problems. This promotes the patients’ involvement in their care and that the care is based on the patients’ story. Patients and relatives experience that receiving insufficient time and information about the patient’s state of health makes person-centred care downgraded. Aim: To describe nurses' experiences of providing person-centred care. Method: Qualitative literature study with descriptive synthesis where eleven caring science articles used for result analysis. Results: Nurses experienced that the relationship with patients and the right conditions for person-centred care were basics for caring person-centred. Seeing the person behind the patient and motivating patients’ participation enabled a person-centred approach. Collaborating with colleagues, devoting more time to patients and personal conditions were both an opportunity and an obstacle to provide a person-centred caring. Conclusion: Seeing the person behind the patient and making patients involved is central in caring person-centred. It also requires the right conditions such as extra time, knowledge and functional cooperation for providing appropriate person-centred care.
Bakgrund: Personcentrerad vård är en vård som möjliggör att hela personen ses, inte bara sjukdomen. Att vårda personcentrerat innebär att ge tid till och lyssna på patienter om sitt hälsoproblem. Detta leder till patientdelaktighet och till att vården utgår från patientensberättelsen. Patienter och anhöriga upplever att de inte får tillräcklig med tid och information om patientens hälsotillstånd, vilket gör att personcentrerad vård kan bli nedprioriterad. Syfte: Att beskriva sjuksköterskors erfarenheter av att ge personcentrerad vård. Metod: En kvalitativ litteraturstudie med beskrivande syntes där elva vårdvetenskapliga artiklar användes till resultatanalys. Resultat: Sjuksköterskor erfor att relationen till patienter och rätt förutsättningar för personcentrerad vård var grunden till att kunna ge personcentrerad vård. Att se personen bakom patienten och motivera patientdeltagande i sin egen vård möjliggjorde personcentrerat arbetssätt. Att samarbeta med kollegor, ägna mer tid till patienter och personliga förutsättningar var både möjlighet och hinder för att vårda utifrån personcentrerat arbetssätt. Slutsats: Att se personen bakom patienten och göra patienter delaktiga i sin vård är centralt för att kunna vårda personcentrerat. Det krävs även rätt förutsättningar så som mer tid, kunskap och fungerande samarbete för att kunna ge adekvat personcentrerad vård.

Bakgrund: Under ett kirurgiskt ingrepp är patienten många gånger sövd och täckt av draperingsmaterial. Operationssjuksköterskan har spetskompetens gällande omvårdnaden kring patienten i samband med kirurgiska ingrepp. I den högteknologiska operationsmiljön blir operationssjuksköterskans arbete fokuserat till det kirurgiska såret under operationen. I denna situation riskerar patienten att uppfattas som ett objekt och inte som en unik människa. Syfte: Studiens syfte var att undersöka operationssjuksköterskans förhållningssätt till hela människan under arbetet i operationssåret. Metod: Studien genomfördes som en kvalitativ intervjustudie med induktiv ansats och elva operationssjuksköterskor från två olika sjukhus i södra Sverige intervjuades med semistrukturerade intervjufrågor. Datamaterialet analyserades med latent innehållsanalys i enlighet med Erlingsson och Brysiewicz (2017). Resultat: Det genomgående temat i resultatet var Se människan under draperingen.Operationssjuksköterskorna beskrev att noggrant förarbete och förtroendefullt samarbete med kollegor var en förutsättning för att utföra sitt arbete i operationssåret. De var ständigt vaksamma på förändringar kring patienten och försvarade patienten och den utsatta kroppen under operationen. Även under arbetet i operationssåret var operationssjuksköterskorna medvetna om hela människan som låg under draperingen och operationssjuksköterskans fokus i operationssåret tar avstamp i intresse för patienten och det bästa operationsresultatet. Slutsats: Operationssjuksköterskorna är ständigt medvetna om hela patienten under arbetet i operationssåret. Deras patientfokus och drivkraft att göra det bästa för patienten, även i situationer då de måste ägna operationssåret all uppmärksamhet, genererar en god vård för patienten i samband med operation och ger en positiv bild av operationssjuksköterskans yrke.
Background: During a surgical procedure, the patient is often anesthetized and covered with draping material. The operating theatre nurse has expertise regarding the care of the patient in connection to surgical procedures. In the technological environment, the operating theatre nurse's work is focused on the surgical wound, during the operation. In this situation, there is a risk that the view of the patient will change from being a person into an object, and will not be seen as a human being. Objective:This study aims to investigate the operating theatre nurse’s attitude towards the whole picture of the human being during the work in the surgical wound. Method: The study was conducted with a qualitative interview method with an inductive approach, and eleven operating theatre nurses from two different hospitals in southern Sweden were interviewed with semi-structured interview questions. The data material was analyzed with latent content analysis in accordance with Erlingsson and Brysiewicz (2017). Result: The recurring theme in the result was See the human being beneath the draping. The operating theatre nurses described that careful preparation and trust in colleagues were a prerequisite in performing their work in the surgical wound. They were constantly alert to changes around the patient, and guarded the patient and the exposed body during the operation. Even during the work in the surgical wound, the operating theatre nurses were aware of the patient who was beneath the draping and the focus in the surgical wound was due to the concern of the patient, and the best surgical result. Conclusion: The operating theatre nurses are constantly aware of the whole person when they focus during the work in the surgical wound. Their patient focus is to do what is best for the patient. Even in situations when attention must be paid to the work in the wound, it is always due to the concern of the patient and gives a positive image of the profession of the operating theatre nurse.

För att möta behov hos äldre personer kan alternativa hälsofrämjande åtgärder, såsom djurassisterade interventioner, vara en god idé. Syftet med studien var att sammanställa kunskap om hur olika interventioner med husdjur inverkar på den holistiska hälsan hos äldre personer. För att besvara syftet formulerades fyra frågeställningar om vilken inverkan husdjuret kan ha på de fyra dimensionerna av hälsa. En integrerad översikt genomfördes, där systematiska litteratursökningar och manuella sökningar resulterade i nitton artiklar som granskades och analyserades. Resultatet visade att husdjuret kunde främja de olika dimensionerna av hälsa hos äldre på olika sätt. Denna integrerade översikt bidrar till en kunskap om vad hälsa kan handla om och hur husdjuret inverkar på den. Olika djurassisterade interventioner verkar ha en möjlighet att fylla äldre personers unika behov som kanske annars är svåra att tillgodose.

Teenage parenting is widely constructed in prevailing research and public discourse as a social problem, with poor outcomes for parent and child. Teenage parents are regarded as a drain on state funds, too young to parent well, and at high risk of social exclusion, both educationally and economically. This thesis proposes that teenage motherhood is a turning point in a young woman’s life and identity, which can be an opportunity, rather than a problem, if there is adequate support for the mother and her child. It considers the role of a New Zealand School for Teenage Parents in providing this support. Using qualitative narrative methodology, ten young women, six family members and nine other members of the School community were interviewed about their experiences of its culture and practices. Six of the young women were also interviewed to gather their life stories. Informed by the narrative understanding that we story our identities from the narrative possibilities available to us within the varied discursive contexts of our lives, this thesis draws on these life stories to explore how the young women storied the fashioning of their own identities as young women, as learners and as young parents. It presents their stories of childhood and family life, teenage-hood and schooling, pregnancy and parenthood, their experiences at the School for Teenage Parents, and their lives since leaving the School, in order to consider the role of the School in supporting the positive refashioning of their identities. This thesis draws on social constructionist and narrative theories to interpret the storied contexts of the young women’s lives, and the role these often constraining and difficult contexts played in the fashioning of their multiple identities. Māori culturally responsive pedagogical theories are also drawn on to interpret the culture of the School for Teenage Parents, and its attempts to provide a supportive and affirming family or whānau environment for its students, in order to offer them more positive narrative possibilities of self and identity as young women, as learners and as young parents.

Na atualidade, a deficiência é conceituada com base em seu caráter dinâmico e biossocial. O processo funcionalidade/incapacidade decorre da interação entre a pessoa com deficiência e os fatores contextuais presentes no ambiente físico e societal, sendo eles determinantes para a participação social. Universalidade, integralidade e equidade formam o tripé do ideário da Reforma Sanitária brasileira, trazendo para o centro das práticas de saúde as demandas e as necessidades de saúde da população. Vários estudos no campo da Saúde Coletiva problematizam as práticas e os modelos de atenção em saúde no Sistema Único de Saúde brasileiro, postulando que o trabalho em saúde tem como finalidade das práticas assistenciais a prestação de serviços com fins de satisfazer demandas e necessidades de saúde daqueles que buscam esses serviços. Entretanto, poucos deles recortaram a temática das práticas de reabilitação na perspectiva da integralidade do cuidado, da funcionalidade humana e da participação social da população de pessoas com deficiência física adquirida. Por meio do método de pesquisa qualitativa se objetivou analisar - a partir do percurso de busca de cuidados - como as necessidades de saúde de pessoas com deficiência física são contempladas nas práticas de saúde e reabilitação, desde a perspectiva da integralidade do cuidado e da funcionalidade humana. O ciclo de pesquisa envolveu uma fase exploratória, com pesquisa documental, e uma fase de campo, na qual foram feitas doze entrevistas abertas com pessoas com deficiência física adquirida na idade adulta, incluindo seus cuidadores, acerca dos percursos de busca de cuidados na rede loco-regional do Sistema Único de Saúde, no município de Santos, estado de São Paulo. Empregou-se a análise temática das entrevistas com apoio do software NVivo11®, enriquecidas com os dados da pesquisa documental, adotando-se a abordagem interpretativa-compreensiva de perspectiva crítico-hermenêutica na discussão, com base no aporte teórico do estudo e em autores que discutem o tema investigado. Os participantes do estudo foram onze homens e uma mulher, com idades variando entre 21 e 79 anos, indicados pelos serviços de atenção básica (n= 8) e atenção domiciliar (n= 4). Segundo informações declaradas pelos participantes, as deficiências decorreram de afecções neurológicas (n= 10) e ortopédicas (n= 2), determinando quadros motores de paralisias e amputações, respectivamente. O tempo transcorrido desde o adoecimento foi de 17 anos para o caso mais antigo; o mais recente ocorrera há menos de trinta dias até o momento da entrevista. Sete deles necessitavam de moderada a completa assistência de terceiros nas atividades de vida diárias e três deles tiveram complicações secundárias, de ordem biológica e/ou psicossocial, após a condição de deficiência física. A análise dos dados produzidos resultou em dois temas centrais. O primeiro identificou aspectos da complexidade das necessidades de saúde inter-relacionados com o conjunto das circunstâncias que compõem a vida doméstica e comunitária dos participantes e elementos sobre as nuances dos encontros terapêuticos entre profissionais de saúde e usuários, que ora se aproximaram ora se afastaram da perspectiva de integralidade do cuidado. Tais necessidades, quando não atendidas, provocaram situações de vulnerabilidades clínicas, sociais e experiências de incapacidade e exclusão social, desvelando, ainda, vulnerabilidades programáticas dos serviços e programas. Com isso se assevera o valor do conceito ampliado de saúde e de funcionalidade, pautado nos saberes interdisciplinares, centrado no usuário e no trabalho interprofissional em direção à integralidade do cuidado nas práticas de reabilitação. O segundo tema revelou aspectos da organização da rede de serviços que antagonizam e tensionam os princípios finalísticos do Sistema Único de Saúde (SUS): fragmentação da assistência, fragilidades no acolhimento às demandas e necessidades dos participantes; carência de ferramentas de compartilhamento de informações entre serviços e profissionais intra e interserviços; exiguidade na abordagem dos fatores contextuais; insuficiência nas ações voltadas à orientação e informação que minimizem a dependência de assistência de terceiros no manejo das atividades de vida diária e eliminação de barreiras contextuais. Conclui-se que a reabilitação é um processo multidimensional dinâmico e complexo, que depende de saberes interdisciplinares para melhor direcionar o trabalho em equipe interprofissional tomando as demandas e necessidades de saúde, funcionalidade e participação social individuais e comuns das pessoas com deficiência como seu horizonte normativo para produção das boas práticas de reabilitação. Acredita-se que seja ao tomar o caminho da ética do cuidado e da valorização dos direitos humanos como princípios orientadores das práticas profissionais se fará possível - a profissionais, serviços e usuários - tecer a rede de atenção à saúde, com os fios e linhas da integralidade do cuidado investindo-se em todas as possibilidades e nuances dos projetos de felicidade dos sujeitos
Currently, disability is conceptualized based on its dynamic and biosocial character. The functioning/disability process stems from the interaction between the disabled person and the contextual factors present in the physical and societal environment, which are fundamental to social participation. Universality, integrality and equity form the tripod of the ideology of the Brazilian Sanitary Reform, bringing the population\'s demands and health needs to the center of health practices. Several studies in the field of Public Health problematize practices and models of health care in the Brazilian National Unified Health System (SUS), postulating that health working aims to provide health care services to meet the demands and health needs of those who seek for such services. However, few of them highlighted the theme of rehabilitation practices based on the perspective of comprehensive care, human functioning and social participation of the population with acquired physical disability. By means of the qualitative research method - as from the quest for health care pathways, this study aimed to analyze how health care needs of people with physical disability are approached by health and rehabilitation practices, according to the perspective of comprehensive care and human functioning. The research cycle involved an exploratory phase, with documentary research, and a field phase, in which twelve interviews were conducted with people with physical disability acquired in adulthood, including their caregivers, about the health care pathways in the locoregional network of the Brazilian National Unified Health System, in the city of Santos, state of São Paulo. We have used interviews thematic analysis with the support of Nvivo11® software, enriched with data from the documentary research, and adopted an interpretative-comprehensive approach and a critical-hermeneutic perspective discussion data, also based on the study theoretical framework and authors who discuss the subject. Eleven men and one woman, ranging from 21 to 79 years old, participated in the study, and were referred by primary care (n = 8) and home care services (n = 4). According to reported information by the participants, the disabilities were due to neurological (n = 10) and orthopedic (n = 2) illness, that implicated on motor impairments such as paralysis and amputations, respectively. The elapsed time since illness was 17 years for the oldest case and the most recent one occurred less than thirty days before the interview. Seven of them demanded moderate to total assistance in activities of daily living and three of them sustained secondary conditions due to biological and/or psychosocial complications due physical disability. The analysis of produced data resulted in two central themes. The first one identified aspects of the complexity of health needs interrelated with the set of circumstances which constitutes the participants\' domestic and community life and elements about the nuances of the therapeutic meetings between health professionals and clients, meetings that sometimes get closer, sometimes move away from the perspective of comprehensive care. When health needs were not met, they created situations of clinical and social vulnerability and experiences that potentializes disability and social exclusion, revealing programmatic vulnerabilities related to services and programs organizations. This situation highlights the value of the comprehensive health and functioning concepts based on interdisciplinary knowledge, inter professional team working and client centered towards an effective comprehensive approach in rehabilitation practices. The second theme revealed aspects of the service network organization which antagonize and tension the finalist principles of the Brazilian National Unified Health System: fragmentation of care, fragility attendance on health demands and needs; lack of tools to share information between intra and inter health professionals and services; lack to approach contextual factors barriers; insufficiency actions to promote independence and autonomy on activities of daily living. In conclusion, we highlighted that rehabilitation is multidimensional dynamic and complex and process, which must rely on interdisciplinary knowledge to best guide inter professional team working focusing on individual and common health needs, functioning and social participation of people with disability as a normative horizon to produce rehabilitation best practices. We have confidence that if we take the path of an ethical of care and value human rights as principles to guide professional practices, it will become possible for professionals, services and clients to weave the health care network with threads and lines of comprehensive care, and investing in all the possibilities and nuances of the subjects\' happiness projects

碩士
中原大學
宗教研究所
100
Abstract The range of the research is a case study based on the Cosmic Light Holistic Care Center. Research methods include historical research methods, literature review, and qualitative action research methods. First, we can comprehend the Care Center by presenting its histories. Second, on the respect of literature review is to understand further on Lin, Chih-Ping’s context of "Holistic Person Theory”. Third, the qualitative data analysis is used for understanding the "holistic counseling paradigm". Finally, on a Christian’s point of view interpretation of psychological counseling and treatment is a new eclectic treatment concept. Therefore, the study based on the history, literature review. And with actual observations, interviews, and participating in volunteer training for getting more research data. Through induction and analysis, get the conclusions and suggestions. The study concluded that: (a) the establishment of the Care Center is based on the moral actions of religious affections; (b) "Holistic Person Theory", originated in Christian faith, creates the "Integration of consistency" in both religion and psychology in the perspective of professional Christian; (c) On the integration of counseling and guidance, the Care Center is developing the unique theory and models of “Solution-focused Pastoral Counseling” ; (d) the researcher formed the counseling perspective in faith under the concept of "faithful content" originated by Lin which be the possibility of “holistic counseling paradigm“ during Christian counseling and guidance .

A cor é um elemento importante que articula os padrões únicos dos tapetes persas e determina a sua identidade. No entanto, a ciência da conservação, e a investigação atual associada, têm um papel ativo na identificação de corantes amarelos naturais em têxteis históricos. Há mais de um milénio que são utilizadas diversas fontes vegetais locais para a obtenção de uma cor amarela em têxteis no Irão; no entanto, poucos estudos abordaram cientificamente este assunto. Como resultado, ainda existe uma grande lacuna no conhecimento e nos procedimentos das técnicas históricas de tingimento no Irão. Efetivamente, a caracterização destas fontes de corantes amarelos em têxteis históricos é um desafio. Os corantes amarelos absorvem luz na região mais energética do espectro eletromagnético visível, resultando no desvanecimento e alteração da cor original em artefactos históricos. Ao analisar um tecido tingido histórico, não só a aquisição da amostra é limitada, como a quantidade de colorante é baixa. Além disso, é difícil criar uma base de dados universal de corantes amarelos naturais devido ao grande número de fontes locais, e a variedade de produtos de degradação presentes aquando da análise de amostras. Consequentemente, o perfil químico dos amarelos identificados pode não corresponder às referências existentes. Os dados para este projecto doutoral foram coletados por meio de revisões de estudos persas e não persas e por meio da realização de entrevistas com mestres persas em alguns workshops ainda ativos, para investigar as fontes de corantes amarelos disponíveis localmente. A técnica multi-analítica HPLC-DAD-MS foi aplicada para analisar a composição da cor de amostras de lã tingida e as influências do processo de tingimento na composição química dos materiais corantes. Este estudo demonstra a sensibilidade e seletividade desta técnica analítica e a eficácia do método de extração suave para caracterizar flavonóides. Finalmente, a estabilidade de sete flavonóides amarelos e o efeito dos solventes foram discutidos através da medição dos rendimentos quânticos de fotodegradação. Os dados indicam que a dupla ligação entre C3-C4 foi reconhecida como um ponto crítico das moléculas que formam o composto mais estável, o eriodictiol. Além disso, os amarelos mais estáveis beneficiam de um mecanismo foto-protetor mais forte devido à presença de OH em C5. Por outro lado, o OH em C3 aumenta a transferência de eletrões levando a uma maior reatividade. As estruturas mais instáveis- quercetina e kaempferol - foram submetidas à combinação de maior proteção e maior reatividade devido ao OH em C5 e C3, respectivamente. A abordagem desta tese doutoral oferece informações essenciais sobre a proveniência e as características cronológicas dos têxteis persas, levando a uma melhor compreensão da abordagem de conservação preventiva para têxteis históricos.
Color is an important element that articulates the unique patterns of Persian carpets and ascertains their identity. However, conservation science and its state-of-the-art publications have an active role in identifying natural yellow dyes in historical textiles. The application of diverse local plant sources for yellow dyes in textiles has a history of a millennium in Iran; nevertheless, few studies have scientifically addressed this matter. As a result, the knowledge and procedures of historical dyeing techniques in Iran are not fully developed. Characterization of the yellow dye sources in historical textiles is challenging. Yellow dyes absorb light in the most energetic region of the visible electromagnetic spectrum; this results in a tendency to fade and might change the original color in historical artifacts. While analyzing a historical dyed textile, not only the sample acquisition is limited, but also the amount of the coloring materials is low. Additionally, the database of natural yellow dyes is still incomplete due to the high number of local sources, and the degradation products are present in the analytical results. Consequently, the chemical profile of the identified yellows might not match the existing references. The data for this study has been gathered through reviews of Persian and non-Persian studies and by conducting interviews with Persian dye masters in some remaining active workshops to investigate locally available Persian natural yellow dye sources. A multi-analytical HPLC-DAD-MS technique has been applied to analyze the dye composition of wool samples dyed and the influences of the dyeing process in the chemical composition of the dye materials. This study demonstrates the sensitivity and selectivity of this analytical technique and the effectiveness of the mild extraction method to characterize flavonoid yellow dyes. Finally, the stability of seven yellow flavonoids and the effect of solvents on their stability were discussed by measuring their photodegradation quantum yield. The data indicates the double bond between C3-C4 was recognized as a critical point of the molecules that form the most stable compound, eriodictyol. In addition, the most stable yellows benefit from the more efficient photoprotective mechanism due to the presence of OH in C5. On the other hand, OH in C3 enhances the electron transfer and leads to higher reactivity. The most unstable structures- quercetin and kaempferol- were subjected to the combination of the higher protection and higher reactivity due to OH in C5, and C3, respectively. The insight created by the approach of this thesis provides essential information about the provenance and chronological characteristics of Persian textiles, leading to a better understanding of the preventive conservation approach for historical textiles.

碩士
臺北市立大學
心理與諮商學系
104
The purpose of this study is to realize how Christians experience the holistic transformation in bio-psycho-social and spiritual mode while using prayer as a method of coping with pressure. The approach for this research is based on the qualitative paradigm, with in-depth interview method and semi-structure interview guideline to figure out the process of undergoing the holistic change in physical, psychological, social and spiritual facets when a Christian taking prayer as responding to pressure. The study is to explore the experience of how spiritual resources could be practically utilized for releasing pressure effectively. The results of this study to be shared are divided into two parts. One is the presentation of how Christians in prayer were successfully transformed into less-pressure situations and how the processes were analyzed. The other is the discussion about how the transformation was catalyzed in prayer experience. In this study we thematically extracts seven essential elements to find out how to catalyze the holistic personal transformation when a Christian taking prayer as a coping method with pressure events, which are included as follows： 1. The「spirituality」would precipitate adaptation and keep in balance within different facets of a bio-psycho-social and spiritual mode in holistic personal transformation. 2. Be completely honest in front of God and have the feelings of thoroughly being accepted by God would result in transformation. 3. To bring the transmutation in emotion and behavior is because of a better understanding of God and recognizing the essence of God more and more deeply. 4. To facilitate one’s self-integration and refresh one’s self-acceptance is to help promote transformation. 5. If one acknowledges the truth both in「good」and「bad」points of view, considering them simultaneously, it would be helpful to facilitate the transformation. 6. Seeking for「an eternal and peaceful inner power」is inspiring for people. 7. 「The miraculous time and space」, which is the interaction between human beings and God, produces Agape so as to catalyze the transformation. These seven themes help individuals release the pressure in the process of the holistic personal transformation when using Christian prayer as a coping method. Otherwise, the study finds out that the spirituality is the nucleus power, which impacts personal life aspects such as physiology, psychology, social network and etc. with radiant、diffusive、reciprocal-causation ways, bringing the transformation in Christian prayer when dealing with pressure events. That process makes individuals accommodate themselves to the new global faith such as life purpose and goals, the meaning of life, self-concepts, and etc., which carry out the transmutation in a person.

碩士
國立東華大學
教育行政與管理學系
104
In recent years the educational institutes all over the world emphasize the importance of the life education, the development of personal potentials, group conscience of individuals. How to help studnets obatain holistic education through school-based life education becomes the first pirority of desiging courses of life education at the stage of elementary schools. The aim of this study is to investigate the practice and impact of life education curriculum at one elementary school. This study was conducted by using the interviews with teachers and the director of educational affairs devision from Feburary 2 to May 21, 2016. The researcher did not only conduct semi-structured in-depth Interviews but also collect the documents including students’ worksheets, school schedules, and learning plans of life education. The results was given as follows: 1. The holistic education of this particular school (Angel elementary school) is based on Christian belief, loving people with divine love of God; 2. Religious ceremonies substantiate subjective biblical knowledge to inner objective experiences; 3. Sharing personal experiences will help students appreciate God’s blessing as well as motivate them to reflect on the interactions with others. Furthermore, some suggestions are also given for school administration, curricular development of life education, and future research.

Spirituality in the discipline of nursing has gained popularity over the past two decades. National and provincial nursing associations and colleges expect nurses to be educated in providing spiritual health assessments and interventions in order to provide holistic nursing care. There is a paucity of research in the nursing literature on the meaning of spirituality from the perspectives of individuals who experience chronic mental illness, specifically schizophrenia. Spirituality remains an elusive construct, challenging psychiatric nurse educators, researchers and practitioners in the development of nursing curricula to guide psychiatric nursing practice. The focus of this research study was to develop a substantive theory about the experience of spirituality among individuals living with schizophrenia using grounded theory methodology in the tradition of Glaser and Strauss (1967). Forty semi-structured interviews and four focus groups were conducted with 20 participants who self-reported to be diagnosed with schizophrenia. Findings: The substantive theory "spirituality as connection" indicates that spirituality for persons living with schizophrenia involves a dialectical process in which one strives to be connected to one's spiritual self (body-mind-spirit), significant others (family, friends, G o d / Higher Power, health care professionals), community (others living with a mental illness, others who are well, a faith community, the community in which participants lived), and nature, while at the same time experiencing situations and incidents that promote disconnection from these sub-themes. Strategies used by participants to achieve connection included: taking prescribed atypical anti-psychotic medications, maintaining their health and a healthy lifestyle, use of prayer / meditation, caring for self and others, and engaging in creative activities that added meaning to their life experiences. Among the 17 factors contributing to connection, exemplars are: reconnecting with one's spirit through prayer and meditation, attending drop-in centres for persons living with a mental illness, and walking / hiking in nature. Outcomes include feeling peaceful, love, contentment, being accepted and nurtured by others. Among the 14 factors contributing to disconnection, exemplars are: the effect of the illness on relationships with other people, the stigma of being in a psychiatric ward, being unemployed, and taking typical antipsychotic medications. Outcomes include feeling powerlessness, isolation, rejection and alienation.

The study is a contribution to the field of personal epistemology that emerged in the USA when pioneering researchers (Baxter Magolda 1992; Belenky et al. 1986; Perry 1970) explored and mapped patterns of implicit assumptions about knowledge and knowing and associated meaning-making by individuals. The study employed a qualitative methodology to gain a holistic understanding of the personal epistemology of a cohort of tertiary preparation students who were enrolled in Certificate IV in Health Science Foundations (HSF) in 2009 in Australia. It was underpinned by a broadly interpretative paradigm that drew on insights from constructivism, phenomenology and hermeneutics.

In the midst of hope and suffering due to the challenges posed by HIV and AIDS in South Africa, communities have literally witnessed a glimmer of hope in women volunteers who have readily and willingly provided care and support to people living with HIV and AIDS (PLWHA) and their families. Policy-makers have maintained that if the care of sick people is to be both comprehensive and cost-effective, it must be conducted as much as possible in the community, with hospitalization only when it is necessary. However, the strains on those caring for people with HIV and AIDS are enormous. This paper argues that neo-liberal policies are reinforcing the divide between the 'haves' and the 'have-nots', by placing strain on women volunteers in the field of community home-based care. The study was conducted in the area of Mpophomeni Township, in KwaZulu-Natal province. The research participants consisted of 10 community home-based care (CHBC) volunteers and their supervisor, 3 CHBC trainers, and 1 counselling trainer. Using a qualitative design, this study examines a specific CHBC training course and how effectively it prepares voluntary caregivers for the challenges experienced in individual homes. Ascertaining how the training helped caregivers to confront their own fears and problems before dealing with those of others, and exploring how community caregivers coped with the stress inherent in their jobs was the primary focus of this study. For these purposes, a qualitative methodology was deemed most appropriate for it allowed me to gain in-depth information through observations, semistructured interviews, a review of relevant documents, and training materials. Inspired by feminist perspectives, the findings revealed that already overburdened and poor people provide the bulk of voluntary services in the area of CHBC. Consequently, they are unable to provide quality care for people living with HIV and AIDS without external support from the government. The findings further established a mismatch between the training content and the reality of work of caregivers. The training puts more emphasis on practical aspects, by providing basic nursing care, often only relevant in helping a bedridden patient. However, many voluntary caregivers reported that the demands placed on them do not end with the death of the patient. This poses a challenge for those in the CHBC training environment as they need to offer relevant and well-researched information linked to the reality of voluntary caregivers' work. The study also highlighted a need to consider the personal long-term goals of volunteer caregivers and begin to realize the importance of using the training to put them on a career path. I therefore argue that the burden of care for people living with HIV and dying from AIDS in resource-poor settings cannot be shifted entirely to communities with the false assumption that they are able to cope. As we continue to grapple with moral and ethical issues in the context of HIV and AIDS, we also need to be concerned about moving women volunteers' efforts from invisibility to visibility through a social transformation agenda.
Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.

This study is an interpretive form of qualitative research that is founded in educational connoisseurship and criticism, which uses the author’s personal experiences as a holistic educator in a public school to connect theory and practice. Key research questions include: How do I, as a teacher, work with the Ontario curriculum to make it more holistic? What strategies have I developed in order to teach a more holistic curriculum? What kinds of difficulties interfere with my practice as I attempt to implement my holistic philosophy of education? This dissertation seeks to articulate a methodology for developing holistic curriculum that is in conformity with Ontario Ministry guidelines and is also responsive to the multifaceted needs of the whole student. The research findings will serve to inform teachers who wish to engage in holistic education in public schools and adopt a curriculum that is transformative while still being adaptable within mainstream education.

This research explored the complexity of language teacher identity from a holistic perspective involving two features: the integration of teachers’ personal and professional experiences, and the application of conscious/rational and intuitive/tacit thought processes. The study examined four ESL teachers’ beliefs, perceptions, and interpretations about the influences of their important personal, educational, and professional experiences on the development of their teacher identity. It also investigated the overall impact of an autobiographical reflective process combined with a guided visualization activity on the re-construction of participants’ perceptions of teacher identity. The interdisciplinary theoretical orientation was grounded in theories and concepts from psychology and educational research, e.g., Personal Construct Theory (Kelly, 1955, 1963), the complementary nature of reason and intuition, and the concept of “perspective transformation” (Mezirow, 1978, 2000). The methodology was heuristic research (Moustakas, 1990, 1994) and methods included reflexive autobiographical journaling, guided visualization, and in-depth interviews. The results confirm that teacher identity is deeply embedded in one’s personal biography. Participants’ beliefs, perceptions, and interpretations nurtured in the family environment strongly influenced their school experiences, career choice, instructional practice, teaching philosophy, and teacher identity. The use of the guided visualization technique, integrated with rational reflection, considerably enhanced the depth and breadth of participants’ self-understanding and personal/professional growth, which is an important methodological contribution of the study for teacher development. The results strongly suggest that it is essential to explore teachers’ personal life experiences in order to gain a holistic understanding of the dominant influences on the development of teacher identity. The study presents a model for designing a longitudinal professional development program offered in a series of workshops to raise teachers’ awareness of the implicit influences on teacher identity and instructional practice through the application of both conscious/rational and intuitive/tacit methods to access their beliefs, perceptions, and interpretations of their life experiences.

This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.

The study investigated the extent of burnout condition among counsellors in Kenya. The sources of burnout were explored and personality style was positively correlated with burnout development. Impact of burnout on counsellor wellness and productivity was also established. It examined whether counsellor supervision was an appropriate strategy in the management of counsellor burnout. The study utilized a pluralistic design that combined both qualitative and quantitative methods (Howard, 1983). The qualitative design permitted collection of rich data from study subjects' experiential and perceptual fields. This ensured study findings would be relevant and applicable to specific counsellor situations. The study population comprised 20 counsellors and 9 Kenya Counselling Association (KCA) accredited counsellor supervisors. The counsellor sample was drawn from 2 Voluntary Counselling and Testing (VCT) centres, 2 rehabilitation centres and 2 educational institutions. This diverse population was a helpful representation in terms of generalizability of the study. Three data collection instruments utilized were: Questionnaires, focus group discussions and in-depth interviews. The study's validity and reliability were ensured through the two sample populations (counsellor and counsellor supervisors), test re-test and pre-test procedures for questionnaires and in-depth interviews. Tallying identified items checked content validity. The study findings showed that burnout seriously affected practitioner effectiveness and led to malpractice and client harm. The study predictably established that supervision is an appropriate strategy in the management of counsellor burnout. The metaphor of motor vehicle maintenance was utilized in the development of the Holistic Burnout Supervision Model (HBSM) that focussed on wellness maintenance of the counsellor in a lifecycle. HBSM identified two levels in wellness maintenance: Preventative (servicing) and curative (repair). The study recommended that counselor - training institutions should incorporate in their curriculum burnout and supervision modules. This would create awareness about burnout and appropriate prevention strategies at counsellor formation stages. People care agencies should also institutionalize the burnout supervision facility in order to ensure counsellor resiliency and vitality.
Psychology
D. Phil (Psychology)

Tese de Doutoramento em Ciências da Educação na especialidade de Filosofia da Educação apresentada à Universidade Aberta
A Educação Holística é um paradigma educacional que emergiu formalmente nos anos 80 do século XX. Os seus fundamentos podem ser encontrados nas pedagogias naturalistas, centradas no aluno e na aprendizagem, na filosofia perene e nas conceções transdisciplinares da ciência, bem como nas tradições espirituais tanto do ocidente como do oriente. Tem dois princípios fundamentais: a ideia de que o todo está na parte assim como a parte está no todo e a ideia de que tudo está interligado. A finalidade da educação holística é o desenvolvimento integral da pessoa humana, considerando e cuidando as suas dimensões corporal, emocional, mental e espiritual, tendo como propósito a manifestação do potencial existente em cada pessoa e a sua autorrealização. O estudo empírico procurou identificar e compreender as possibilidades de adequação da educação holística ao sistema educativo português. Para o efeito, e considerando o desenho curricular do sistema de ensino da época, considerámos o contexto das áreas curriculares não disciplinares como o mais adequado para a implementação de um projeto que designámos por Oficina Holística. Este projeto centrou-se no âmbito do desenvolvimento da ecologia pessoal, e foi desenvolvido em quatro estabelecimentos de ensino, abrangendo o Jardim-de-infância, os três Ciclos do Ensino Básico e o Ensino Secundário, envolvendo oito níveis de ensino. O projeto incluiu um conjunto de práticas e atividades que tiveram por objetivo facilitar o autoconhecimento, a autorregulação psicofisiológica e a autodireção, procurando desta forma responder às necessidades de desenvolvimento integral dos alunos, nas suas diversas dimensões. Considerando as diversas limitações ao estudo, concluímos que a implementação da educação holística no contexto curricular do sistema educativo vigente – uma disciplina entre outras – desvirtua os princípios e os propósitos da educação holística, embora possa contribuir para o autoconhecimento, por parte de alguns alunos, bem como para a criação de estratégias pessoais de autorregulação dos seus estados emocionais, corporais e mentais, e, consequentemente, para a sua autorrealização.

This thesis called 'Socio-Pedagogical Assistance to Partially-Autonomous Patients and to Their Families" (as conducted at GARC Kladno, s.r.o.). aims to map the health and social situation of partially-autonomous patients (hereafter PAP) as a result of a chronic condition, a disability or geriatric conditions in the context of their actual living environment. The theoretical part deals with health and social challenges confronted by PAP focusing on social and individual rehabilitation in conducting daily life. It is divided into five parts. Part One describes health issues faced by PAP with emphasis on particular issues which affect this group. Part Two defines the basic terminology of disability and autonomy.Through work experience it was possible to provide first-hand observation of particular issues which affect this group, e.g. physical disability as a factor limiting autonomy. Both subjective and objective observations of this group can weigh heavily on the value of the outcome. Part Three places PAP in his environment and at the same time evaluates the role of the family members and various services available to PAP under the Social Services Act No. 108/2008 Coll. Part Four looks into rehabilitation services available to PAP and other assistance available to them. Particular methodologies...

The main aim of this study was to attempt to establish by the use of an environmental specific Personal Growth Programme, whether it is possible to assist students towards a more ‘holistic’ personal formation. It also aimed to investigate whether a move away from traditional education in the form of alternative or parallel programmes, would assist in bringing about an integrated individual, who is more capable of dealing with life as a whole (Krishnamurti 1953). The research was undertaken with adult students between the ages of 21 and 60, at the multi-cultural and extremely diverse residential theological College of the Transfiguration, in Grahamstown in the Eastern Cape Province. An overview of Holistic and Mainstream education was explored in this study, which included also the challenges and influences which each type of education faces. The study then went on to investigate whether it is possible to bridge the gap that exists between holistic and mainstream education using various methods of alternative education. In the qualitative study, the Personal Growth Programme Annual Review Questionnaire was used to obtain feedback from the students to assess the usefulness of the Personal Growth Programme in their journey towards wholeness. This, together with the student’s responses from the in-depth interviews were used to ascertain the study’s limitations, credibility, transferability, dependability and confirmability.

Submitted in fulfilment of the requirements for the Master’s Degree in Technology: Somatology, Durban University of Technology, 2014
The beginning of the 20th century presented the Somatology profession with unprecedented challenges of acquiring a scientific base and achieving professionalisation. It is in this milieu that a few research studies were previously undertaken with regard to Somatology education however, none particularly focused in relation to areas that are preparing graduates for industry. The current study was a national study that explored the existing National Diploma offering through the lens of students, educators and members of the Durban University of Technology’s Advisory Board. In particular, it focused on developing broad guidelines to guide academics on what further content was required to be integrated into the current Somatology education. A triangulated approach using both quantitative and qualitative methods was used to guide the operationalisation of the research process. Five Universities of Technology participated in the study, viz. Cape Peninsula University of Technology, Central University of Technology, Durban University of Technology, Tshwane University of Technology and the University of Johannesburg. Third year and B.Tech students were surveyed with regard to the current Somatology Programme and what further aspects needed to be integrated into it to better prepare graduates for industry. In addition, in-depth interviews were also held with ten academics, two from each University of Technology, to examine what they thought needed to be included in education to strengthen the current programme. The same was done through a focus group discussion with members of the Durban University of Technology Advisory Board. A programme analysis of current content being taught at the five Universities was also undertaken. The results reflected that although most of the samples were satisfied with the current educational programme, they still believed that gaps existed and that graduates were still not adequately prepared for industry. It was found that both students and educators saw the need for more therapies to be included in the training. Both educators and the Advisory Board sample also saw the need for a stronger emphasis to be placed on practical skill development. The Advisory Board sample also strongly articulated for training to occur in an industry context as opposed to the University based experiential setting. Using data from these multiple samples, a set of guidelines was developed and presented. These guidelines were based on what further therapies needed to be integrated into education. The Duke Integrative Medicines Wheel of Health was adopted as the theoretical framework of the study. It was also utilised to identify specific areas that needed to be interwoven into education to further strengthen graduates’ preparedness for industry.