Teses / dissertações: "Explorers Psychology"

1

Sarris, Aspasia. "Australians in Antarctica : a study of organizational culture". Title page, contents and abstract only, 2002. http://web4.library.adelaide.edu.au/theses/09PH/09phs247.pdf.

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Includes Organisational Culture Inventory (OCI) and 6 item subscales adapted from the OCI as appendices. Bibliography: leaves 240-255. Investigates the culture of isolated Australian Antarctic stations using qualitative and quantitative research methods. The research also investigated the assessment of person-culture fit within the context of Antarctic station life and culture. Five studies were undertaken on returned Australian Antarctic expeditioners and the results reflect a historical overview of Antarctic station culture from 1950 to 1999.

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Hsu, Anne Y.-J. "The lived experience of transcultural identity explorers| a descriptive phenomenological psychological study on making a life in a new land". Thesis, Saybrook University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10928675.

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Transcultural migration is a growing phenomenon, yet research on the lived experience of individuals who willfully leave the security and comfort of their home nation and socio-cultural support to migrate alone as adults to a foreign nation where they do not have citizenship, do not look like the locals, and do not share the local mother tongue had not been previously researched. Marcia’s (2002) work on identity exploration and May’s existential psychological works (e.g., 1953), particularly his notion of “the stages in consciousness of self” (p. 100), served as major theoretical foundations of this research. Giorgi’s (2009a) descriptive phenomenological psychological method was used, as it aligns with the qualitative and existential nature of this topic. I interviewed three transcultural migrants and analyzed the data sets with imaginative variations to yield an essential psychological structure that describes the phenomenon. Fourteen constituents were identified: the presence of a call to adventure, an urge to defy the sense of confinement or frustration, an appetite to develop one’s potential for action in the world, indefinite and flexible migration plans, an imagined or desired horizon as the destination, commitment depending on the passion for and pursuit of growth and challenges, identity reflections on being different, a sense of extra effort or work, constant revival of earlier psycho-social crises, questioning traditional cultural boundaries, integrating cultural experiences into cultural identity and orientation, rebellion against cultural judgment-based interactions, cultural flexibility through experiential understanding, and heightened awareness of global, local, and identity politics. These findings support the existing literature emphasizing migrants’ openness to experience and interest in developing personal potential (Madison, 2009), their sense of extra effort (Moreau et al., 2009), and a pluralistic sense of political and socio-cultural identity (e.g., Ortega, 2016). In addition, the present findings challenge preconceived notions of culture, suggesting that concepts of cultural orientation, rather than racial/ethnic identity, and cultural humility in place of cultural competency have greater functional applications to the transcultural phenomenon. Some clinical, educational, socio-cultural, and political implications are presented. Future studies are encouraged to examine various transcultural possibilities.

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3

Stiff, Charlotte. "A discourse analytical study that explores the discursive constructions of therapeutic practice within educational psychology". Thesis, University of Sheffield, 2013. http://etheses.whiterose.ac.uk/4449/.

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This Discourse Analytical (DA) study explores the discursive constructions of therapeutic practice within educational psychology. These constructions are taken from the perspective of fifteen Educational Psychologists (EPs) who are new to the profession. Drawing on data from four focus groups, comprising of three to four participants, I used Discursive Psychology (DP) to analyse the psychological themes emerging from participant talk. My analysis indicated that five interpretative repertoires were used to talk about therapeutic EP work. These included: ‘therapeutic-asskilled’,‘therapeutic-as-eclectic’, ‘therapeutic-as-threatening’,‘therapeutic-as-limited’ and ‘therapeutic-as-emerging’. A number of discursive devices such as disclaiming, excusing and blaming were also used. Participants were able to take up varying subject positions in relation to therapeutic practice, presenting themselves as both passive and active agents. When talking about therapeutic work participants positioned themselves as confused, reluctant and unconfident; as well as valuable, skilled and motivated practitioners. I concluded that the relational aspects of therapeutic EP practice are as important as the technical aids or tools used to facilitate this type of work. I have suggested that the uncertainty that exists around therapeutic work might reflect the uncertainty of participants’ emerging EP identity. My research indicates that EPs, who are new to profession, have the sufficient agency to negotiate therapeutic practices with educational psychology. However, this will require further investment from leaders within the profession.

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4

Murphy, Mark. "Using personal construct psychology to explore relationships for adolescents with high functioning autism spectrum disorder". Thesis, Canterbury Christ Church University, 2014. http://create.canterbury.ac.uk/12861/.

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Individuals with high functioning Autism Spectrum Disorder (ASD) stand an increased risk of experiencing mental health problems during adolescence. The present study aimed to develop a better understanding of interpersonal relationships in the lives of adolescents with high functioning ASD. Eight adolescents with a diagnosis of Asperger’s syndrome or ASD without an identified intellectual disability engaged in a structured interview based on a personal construct psychology exercise exploring constructs about interpersonal relationships. Interviews were transcribed and subjected to a thematic analysis. Four themes were identified: 1) Relationships as a source of support, 2) Perceptions of similarity and difference, 3) Valued qualities in self and others and 4) The development of and maintenance of relationships. Whilst this exploratory study highlighted some commonality in terms of perceptions of family support and friendships as protective and desirable, the participant group differed in their ability to establish and maintain peer relationships. However, peers were seen by participants as being very important in the development of social skills - a finding which has implications for the delivery of social skills training and other supportive interventions. The personal construct exercise provided an accessible and useful platform for the exploration of the social worlds of adolescents with ASD.

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5

Bentley, Laura Louise. "Investigating the Use of Creative Mask-Making as a Means to Explore Professional Identity of Doctoral Psychology Students". Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1476289114704689.

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6

Morgan, Colleen Jeanne. "Forgiveness explored: An empirical investigation". CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/478.

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7

Ambler, Virginia Miller. "Who flourishes in college? Using positive psychology and student involvement theory to explore mental health among traditionally aged undergraduates". W&M ScholarWorks, 2006. https://scholarworks.wm.edu/etd/1539618898.

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The purpose of this study was to explore the relationship between undergraduate students' mental health and their engagement in the educational experience. The researcher identified traditionally-aged college students (18-23) who were flourishing and distinguished them from students who were moderately mentally healthy and/or languishing according to Keyes' (2002) continuum of mental health model. Mental health was the dependent variable. Student involvement was defined as the extent to which students engage in empirically derived good educational practices as measured by the National Survey of Student Engagement's College Student Report (2005). The five benchmark measures of student engagement were independent variables: (a) level of academic challenge, (b) student/faculty interactions, (c) active/collaborative learning, (d) enriching educational experiences, and (e) supportive campus environment. Analyses also considered students' academic achievement (GPA), gender, and parents' highest level of education (SES) as variables.;Chi square analyses showed that mental health category was independent of gender and parents' highest level of education. ANOVA results also showed that student GPA also did not differ significantly by mental health category. However ANOVA results showed that mean scores for all five engagement variables did differ significantly by mental health category (p < .001) with flourishing students scoring highest and languishing students scoring lowest. A series of stepwise multiple regressions were conducted using mental health score as a continuous variable based on confirmatory factor analysis of Keyes' model. Results showed that "supportive campus environment" was the engagement variable most significantly predictive of mental health for both males and females.

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8

Lunt, Patricia. "Using a realistic evaluation framework to explore what goes on in Peer Group Supervision within an Educational Psychology Service". Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/using-a-realistic-evaluation-framework-to-explore-what-goes-on-in-peer-group-supervision-within-an-educational-psychology-service(17fcbfc3-0e71-4050-9785-04f663b6b311).html.

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9

Jarvstad, Andreas. "The optimality of perception and cognition : the perception-cognition gap explored". Thesis, Cardiff University, 2012. http://orca.cf.ac.uk/24208/.

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The ability to choose wisely is crucial for our survival. Yet, the received wisdom has been that humans choose irrationally and sub-optimally. This conclusion is largely based on studies in which participants are asked to make choices on the basis of explicit numerical information. Lately, our ability to make such high-level choices has been contrasted with our ability to make low-level (perceptual or perceptuo-motor) choices. Remarkably, we seem able to make near-optimal low-level choices. Taken at face value, the discrepancy gives rise to a perception-cognition gap. The gap implies, for example, that our ancestors were much better at choosing where to put their feet on a rocky ridge (a perceptuo-motor task), compared to choosing which prey to hunt (a cognitive task).The work reported herein probes this gap. There are many differences between literatures showing optimal and sub-optimal performance. The main approach taken here was to match low- and high-level tasks as closely as possible to eliminate such differences. When this is done one finds very little evidence for a perception-cognition gap. Moreover, once the standards of performance assessment of the respective literature are applied to data generated under such conditions it becomes apparent that the cause of the gap seems to lie in the standards themselves. When low-level standards are applied, human choice, whether low- or high-level, looks good. When high-level standards are applied, human choice, whether low- or high-level, looks rather poor. It is easy to see then, that applying high-level standards to high-level tasks, and low-level standards to low-level tasks, will give rise to a “gap”, with no or little actual difference in performance.

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10

Ratcliff, Constance B. "Utilizing Parent Report to Explore Mediating Variables of Child Trauma Symptomology following Trauma Exposure". Thesis, Northcentral University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13806845.

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Acute and/or complex trauma exposure during the vulnerable, critical developmental period of childhood places children at greater risks for developing emotional, psychological, behavioral difficulties. Currently, 60 % of children experience between one to four traumatic events and 25% of these children develop trauma symptoms consistent within full or partial PTSD diagnostic criteria. The greater the number of multiple and/or chronic traumatic experiences, especially within the caregiver system, the greater the risks for significant impairment, trauma symptoms and developmental difficulties. Utilizing Attachment Theory and Trauma Theory, this quantitative study explored the relationship between parent self-reported, child trauma (PTSD) symptoms, child trauma exposure, parental trauma exposure in childhood, parent burnout, parental attachment to their child, parent spirituality and parent PTSD trauma symptoms. Secondary, archival data was collected from a convenience sample including thirty-three parents/caregivers from a clinic population in the southeastern United States. The exploratory, quantitative research study focused on identifying potential systemic risks and resiliency factors that may serve to mediate child trauma (PTSD) symptoms. The results indicated potential risks factors of child trauma (PTSD) symptoms included both the number and specific types of parental adverse childhood experiences. In addition, the number of child trauma experiences predicted child trauma (PTSD) symptomology, while high parental attachment, low parent burnout and high spirituality served as potential systemic resiliency factors. Parent trauma (PTSD) symptoms and parent spirituality were not found to predict child trauma (PTSD) symptomology following child trauma exposure. This exploratory research study does not imply causality but highlights additional systemic, family assessment avenues for further research for decreasing the negative impact of child trauma (PTSD) exposure.

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11

Maxwell, Simon Andrew. "Car cultures : using deliberative and inclusionary processes to explore meanings of car use in everyday life". Thesis, University College London (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.271340.

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12

Renner, Nancy Owens. "Free to explore a museum| Embodied inquiry and multimodal expression of meaning". Thesis, University of California, San Diego, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3604190.

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In the complexity and idiosyncrasies of everyday human activity, social scientists seek patterns--first to describe, then to explain the organization of thought and action. In a natural history museum, a setting of complex activity, video-based research addresses fundamental questions: How do children use museum exhibits? How do they make sense of experience when confronted with a rich array of resources, including natural objects, environments, models, digital and mechanical interactives, static and moving images, text and sound? How does design constrain and afford different forms of engagement and meaning-making? Theories of cognition--as embodied, situated, and distributed--informed methods of analysis focused on multimodal interaction. A detailed behavioral coding scheme, applied to video of six multilingual fourth-grade children, highlights when they look, touch, talk, and gesture with exhibits. Quantitative analyses focus on behavioral frequencies and sequences. Qualitative analyses describe the forms and cognitive functions of the children's multimodal engagements. In this cognitive ecosystem, the diversity, abundance, and distribution of modes of interaction permit inferences about the role of the environment, consequences of design and the potential for learning. Children's self-directed explorations of the museum clustered around themes: objects, action, and representation. The children's activity embodied inquiry. They asked, explicitly and implicitly, What is it? What can I do? What does it mean? Children used multiple sensorimotor and expressive modalities for different functions, and they distributed and integrated cognitive labor across modalities and individuals. When children manipulated objects in the museum--opportunities for interaction that they actively sought--they achieved feats of cognitive complexity. They tested cause-and-effect relations in the physical world, created layers of narrative interpretation, and filled conceptual gaps in exhibits with their own expressions of meaning. Guided by children's behavioral and cognitive inclinations, museums and schools can, and should, create environments for meaningful exploration, imagination and expression.

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13

King, Rachel Throop. "Using MM-IRT-C to Explore the Relationship between Depression and Pre-employment Tests". Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1490210265946655.

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14

Thomas, Shemeica Deborah. "Predicting homeless people's use of outreach service programmes : additional avenues and methodological issues explored". Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/797/.

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This thesis explores current assumptions surrounding why homeless people use outreach service programmes from a social psychological perspective. Specifically, within this, 2 main aims are tested: 1) The validity of the theory of planned behaviour (TPB; Ajzen 1988, 1991) and suggested additional avenues to this, in predicting homeless people’s use of outreach service programmes, and 2) To tackle methodological issues arising from prior social psychological research in this domain. There are 4 studies in this thesis. Study 1 (Chapter 4) addresses the issue of fine tuning research methods and applications that would be used later in this programme of research, and tests the relevance of social psychological theory to homeless people’s service use. The findings show interesting associations between perceived behavioural control (PBC)/ efficacy and homelessness issues. Study 2 (Chapter 5) examines the utility of single item questions of the direct measure of the TPB, as well as single items of additional avenues such as social identity/self-categorisation perspectives (SIT/SCT; Tajfel & Turner, 1979), self-esteem and affective functioning. PBC emerged as the only predictor of intentions to use services. Study 3 (Chapter 6) has two aims. First, to test a multi-domain measure based on the TPB, SIT/SCT framework, and second, to examine the predictive contribution of social cognitive influences and socio-demographic variables to intentions to use service programmes. The multi-domain measure did not show utility, yet attitude, ‘coping’ thinking style and ethnicity predicted intentions to use services. Lastly, the main aim of Study 4 (Chapter 7) was to test the utility of an efficacy based intervention on the empowerment of homeless people. The intervention showed to increase perceptions of control and decrease negative affect. I conclude that (a) the utility of the TPB framework can be strengthened with additional avenues, and (b) a PBC/efficacy intervention can empower homeless people into securing more permanent accommodation.

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15

Connor, Lauren Jade. "Using sequence analysis to explore the group interaction within a Circle of Adults : an exploratory study". Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/53668/.

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Educational settings are required to differentiate for students with special educational needs which may now include social, emotional and mental health difficulties (SEND Code of Practice, 2014). Educational psychologists are often called upon by schools to support them in meeting the needs of vulnerable children. When aiming to build capacity in schools and facilitate change, educational psychologists increasingly opt to use consultative methods (Ingraham, 2000). Circle of Adults is a tool used by educational psychologists to facilitate group problem solving (Grahamslaw and Henson, 2015). Yet despite its growing popularity, little is known about what yields successful outcomes (Bennett and Monsen, 2011). To understand the efficacy of the intervention, psychological theories of group interaction have been consulted. Though there is a consensus that groups interact in predictable ways (Wheelan, 1994), there are contrasting explanations for what actually happens within groups. Thus, the group dynamics within a Circle of Adults are not yet fully understood. This research aimed to enhance the existing evidence base by exploring the interactional patterns occurring within the group during Circle of Adults. Five Circle of Adults were observed and coded using Bales' Interaction Process Analysis (IPA, 1951). Sequence analysis showed that 27 first order event pairs were found, indicating that Circle of Adults facilitates predictable group interaction. Findings also demonstrated that the intervention enables discussion which is functional in nature and that within the group, there is a balance between task and emotional interactional processes occurring. Implications of this research are considered, particularly focusing upon how this research can be used by educational psychologists and local educational authorities. Through critically considering the methodology used, recommendations for future research are made.

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16

Borja, Amanda P. "Using the ecomap to explore children's phenomenology about their social worlds| A global cross-cultural analysis". Thesis, Tulane University School of Science and Engineering, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10143946.

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To gain an understanding of children’s social milieu, this study explored international children’s phenomenology about their social networks, stressors, and supports using the ecomap, a graphic tool that maps children’s social relationships and their appraisals of them. Specifically, it addressed the following two research questions using archival ecomap data collected from 816 school-aged children (ages four – 19 years) from 14 cities in 12 countries (Brazil – Manaus, Estonia – Tallinn, Greece – Athens, India – Mumbai, Italy – Padua, Mexico – Xalapa, Romania – Bucharest, Russia – Samara, Slovak Republic – Košice, Sri Lanka – Negombo, Tanzania – Arusha, and the United States – Boston, Massachusetts; Mayagüez, Puerto Rico; New Orleans, Louisiana): (a) What are the characteristics of international children’s social networks, and what cross-cultural patterns exist; and (b) Who and what do children consider their social supports and social stressors, and what cross-cultural patterns emerge? The nature of the ecomap drawings and their associated narratives allowed for a concurrent mixed methods approach to be used to identify cross-cultural phenomenological patterns about the structures (network size, embeddedness, and network composition), functions (stressor and support types), and evaluations (relationship appraisals) of children’s social worlds. Considerable diversity was found in the data, but a number of notable cross-site, cross-gender, and cross-age patterns were identified. In general, children in this sample reported a trimmed mean network size of 7.87 (SD = 3.61), with middle school students reporting the largest (M = 8.78). Embeddedness, measured as the balance of perceived stress and supports (Nastasi & Borja, 2015; Summerville, 2013), also was generally positive, suggesting that children generally perceive themselves to be connected to their social networks. Most commonly reported members included home parent/caregivers, friends/peers, extended family members, and siblings; and across grade levels, sites, and gender, network members were generally appraised positively. When asked about the ways that network members support or trigger distress, youth in this sample described over 50 stress and support themes, most of which related to interpersonal relationships and interactions. The results of the current study not only contributes to the literature on children’s stressors and supports, but also build on Nastasi and colleagues’ Promoting Psychological Well-Being Globally project (PPWBG; Nastasi & Borja, 2015), whose international team collected the ecomap data to understand children’s well-being and the culturally- and developmentally-unique factors that influence them.

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17

Zottoli, Michael Andrew. "A Meta-Analysis of Recruitment Source Effects: An Attempt to Cumulate Findings, Evaluate Current Theory and Propose Research for Under-explored Areas". The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391760268.

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18

Giles, Susan Patricia. "The final farewell : using a narrative approach to explore suicide notes as ultra-social phenomena". Thesis, University of Liverpool, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.731657.

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19

Spellings, Maria. "Counselors Explore their Attachment Organizations: An Interpretative Phenomenological Analysis". Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062852/.

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This study explored participants' experiences of being interviewed with the Adult Attachment Interview as a means of supporting counselor self-awareness and fostering effective counselor-client working alliances. A sample of first-year counselor education doctoral students (n = 7) completed an AAI interview and feedback session. Participants completed five reflective journals over three weeks and explored their experiences in individual, semi-structured interviews. Data were analyzed according to interpretative phenomenological analysis protocol. Four superordinate themes emerged from the analysis: (a) reactions to the AAI interview process, (b) process with AAI feedback, (c) AAI and intrapersonal process, and (d) AAI and interpersonal process. Additionally, there were eight subordinate themes: (a) surprised by AAI interview process, (b) interview process sparked reflection, (c) initial reaction to AAI feedback, (d) evolving process of integrating AAI feedback, (e) AAI process increased awareness, (f) increased self-awareness increased self-efficacy, (g) awareness from AAI process prompted relational shifts, (h) impact of AAI on clinical work, (i) importance of relationships, (j) importance of self-awareness, and (k) mutual influence of personal and professional. Findings in this study suggest that the AAI is an effective tool in supporting counselor self-awareness regarding attachment strategies. Additionally, findings suggest multiple personal and professional benefits, such as increased awareness of conflict and stress management strategies. Limitations to the study and further discussion of the results are presented. Implications for clinical practice, counselor education, and future research are also included.

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20

Swanson, Ginger. "The other woman| Explored through 100 years of film, the psychic landscape of dreams, and the lived experiences of Anais Nin and Sabina Spielrein". Thesis, Pacifica Graduate Institute, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687860.

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The purpose of this organic inquiry and alchemical hermeneutic study was to explore the nature, essence, and archetype of the other woman with the goal of understanding how and why women become involved in triadic relationships. The study seeks to comprehend the lived experience of the other woman, including her history, character, behavior, ideologies, and desires. This study explored how and why other women are othered (i.e., cast out or rejected) in society, and the resultant effects upon them. A further goal of the work was to understand the dynamics of the triadic relationship from the other woman's point of view and to find ways to ease the pain experienced by all parties involved in and affected by these often complex and problematic relationships, which can lead to severe suffering, alienation, heartbreak, and in extreme cases, even murder or suicide.

Although she has been with us for eons, the other woman's true identity has been all but erased from existence. She has been buried in the shadows of society's taboos, relegated to the role of the scapegoat, and burdened with carrying negative projections of an ill-begotten stereotype. Using Carl Jung's theories of the archetypes and complexes and James Hillman and Pat Berry's archetypal psychology, the researcher explored and contrasted the lived experiences of the other woman stereotype and the other woman archetype portrayed in film over the last hundred years, as well as women in history, including pioneering feminist, Anaïs Nin, and the mother of depth psychology, Sabina Spielrein. The other woman archetype proved to be elusive because her identity has been mostly usurped by negative stereotypes. Further, the problems resulting from othering the other woman do not rest in the dyad or in the triadic relationship, but originate with the problem of the imbalance of masculine and feminine energy on the planet.

The researcher concludes with the hope that the other woman can be re-visioned as just "another woman," on an individuation journey towards the Whole Woman archetype. Keywords: Affairs, Betrayal, Feminism, Film, Individuation, Infidelity, Othering, Whole Woman Archetype

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21

Jester, JuliaGrace J. "A feminist social psychological study utilizing theatre of the oppressed methods to explore issues of women's voices". Oxford, Ohio : Miami University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1059074145.

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22

Velez, Juan V. "The lived experiences of Latino men who question and explore their sexuality". Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523235.

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This qualitative study examined how 14 Latino men attending a large, public institution in California questioned and explored their sexual identities. There is a paucity of literature on the experiences of Latino male students who identify as gay and bisexual. Understanding how these students navigate this aspect of their identity development is important. The findings of this study suggested that the questioning process is a transition that alters relationships, routines, assumptions, and roles. Three themes were identified: how the participants (a) questioned and explored their sexuality, (b) balanced cultural expectations, (c) and came out. Some of the students in this study managed their identities within the Latino community and the gay community while others disengaged from their cultural values and upbringing.

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23

Anthony, Elizabeth R. "Using Q Methodology to Explore College Students' Conceptualizations of Sexual Consent". Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/psych_diss/94.

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The high prevalence of sexual violence warrants continued research into its prevention. Understanding consensual sexual experiences holds promise for sexual violence prevention; however, sexual consent is a surprisingly understudied phenomenon. Existing research focuses on the tactics used to coerce consent and the ways in which college students initiate and indicate consent. Research that begins to articulate a theory of consent may help engineer situations antithetical to sexually violent experiences. This study is a first step toward that objective. This paper presents findings from an exploratory research study on college students’ conceptualizations of sexual consent. The purpose of this study was twofold: To investigate how college students define consent and to understand how context influences the consent process. To explore these research questions, quantitative and qualitative data were collected using Q methodology. Exploratory factor analysis revealed two groups of college students who conceptualize consent differently. One group focuses on the importance of consent to rape prevention, the other to healthy sexuality promotion. Qualitative interview data suggest contextual variables such as definition of consent and relationship type influence consent to a lesser extent than alcohol use, personal sexual experience, discrepant levels of sexual experience between partners, and feelings for a potential sexual partner. Results support replacing the current model of consent, in which consent is a contractual obligation between sexual partners, with one of sexual communication, where consent is woven into a broader conversation about healthy sexuality. The strengths and limitations of doing so are discussed and directions for future intervention research are presented.

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24

Davies, Oonagh M. "Evidence-based practice in nurture groups : using a realistic evaluation framework to explore factors affecting practice and suggest future training directions". Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/3219/.

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Nurture Groups (NGs) are a focused intervention in mainstream schools, which strive to compensate for missed nurturing experiences in the early years through provision of small-group teaching in a home-like environment. This study is fundamentally concerned with understanding how social programmes like NGs work, and draws on Pawson and Tilley’s (1997) ‘Realistic Evaluation’ to provide a methodological and epistemological framework for this inquiry. Staff practice crucially affects NGs, yet this remains a relatively poorly investigated domain. Within a ‘Realistic Evaluation’ framework, working collaboratively with NG practitioners as co-researchers, their perspectives on factors which influence practice and support staff development are explored. Pertinent context, mechanism and outcome configurations relating to NGs, staff role and effective training are abstracted. A realist synthesis of the literature and scrutiny of research findings using qualitative data analysis, revealed practitioners’ perspectives on key mechanisms and contexts influencing practice at the community, family, whole school, mainstream class and NG levels, enabling positive outcomes for children attending NGs, and their families.

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25

Van, Huyssteen Almarie. "Applying attachment theory to explore the emotion regulation characteristics of a child diagnosed with ADHD". Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2629.

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Thesis (MEdPsych (Educational Psychology)--University of Stellenbosch, 2009.
ENGLISH ABSTRACT: Bowlby (1969) described infant attachment as the emotional bond that ties the infant to one or a few figures across time and distance. He claimed that internal working models are shaped by early experiences and that attachment behaviour is programmed within these models. According to Bowlby, internal working models are carried forward and have an effect on the development of personality, emotion regulation characteristics and behaviour later in life (Goldberg, 2000). Attachment Theory and emotion regulation are closely linked. The parent-child relationship plays an important role in the development of emotion regulation skills. According to research and subsequent literature, children with attention deficit/hyperactivity disorder (ADHD) have difficulty with emotion regulation. A limited number of studies have focused on the emotion regulation characteristics of children with ADHD, using Attachment Theory as lens. In this study, Attachment Theory was applied to explore the emotion regulation characteristics of a ten-year-old girl with ADHD. A series of observations were central to the process of producing data, as observation plays an eminent role in the history of attachment research. Within the series of observations, together with three semi-structured interviews, the child‟s emotion regulation characteristics were identified. The parent-child relationship and the parents‟ level of reflective functioning played a significant role to identify the characteristics of emotion regulation. A literature review and information from documents (e.g. reports from multi-disciplinary professionals) contributed to the validity of the findings. It was found that the girl with ADHD was significantly insecure in her general functioning. The themes that emerged elicited the interface and interaction between attachment behaviour, emotion regulation and ADHD. Future research should focus on Attachment Theory and ADHD. Parents, teachers and multi-disciplinary professionals who have or work with children diagnosed with ADHD will benefit from Attachment Theory.
AFRIKAANSE OPSOMMING: Bowlby (1969) het gehegtheid of binding beskou as die emosionele band wat tussen die jong baba aan een of meer versorgers gevorm word. Hy het beweer dat hierdie band mettertyd „n interne model van gehegtheid vorm, en dat latere gedrag volgens hierdie modelle uitgeleef word. Volgens Bowlby word interne werksmodelle oorgedra van die primere versorger na die kind. Hierdie modelle het n uitwerking op spesifieke aspekte van die persoonlikheid, op die regulering van emosies en op gedrag binne verhoudings asook tydens konflik later in die lewe (Goldberg, 2000). 'n Noue verbintenis bestaan tussen gehegtheidsteorie en die regulering van emosie. Die ouer-kind-verhouding speel 'n belangrike rol in die ontwikkeling van vaardighede om emosie te reguleer. Volgens navorsing vind kinders met aandagtekort-hiperatiwiteitversteuring (ATHV) dit moeilik om emosies te reguleer. 'n Beperkte aantal studies gebruik gehegtheidsteorie om die regulering van emosies by kinders met ATHV na te vors. In hierdie studie is gehegtheidsteorie toegepas om die eienskappe van emosie – regulering by 'n tienjarige dogter wie met ATHV gediagnoseer is, te verken. 'n Reeks observasies was sentraal tot die proses van dataversameling, omdat observasie 'n besondere rol in die geskiedenis van gehegtheidsnavorsing speel. Binne „n reeks van waarnemings, tesame met drie semi-gestruktureerde onderhoude, is die eienskappe van die kind se regulering van emosies geïdentifiseer. Die ouer-kind-verhouding en die ouers se vlak van reflektiewe funksionering speel 'n belangrike rol in die identifisering van eienskappe om emosie te reguleer. 'n Literatuuroorsig en inligting uit dokumente (bv. verslae van multidissiplinêre professionele persone) het bygedra tot die geldigheid van die bevindings. Dit is gevind dat die dogter met ATHV beduidend onveilig in haar algemene funksionering was. Die temas wat na vore gekom het, het die skakeling en interaksie tussen gehegtheidsgedrag, die regulering van emosie en ATHV aan die lig gebring. Ouers, onderwysers en multidissiplinêre professionele persone wat kinders het of wat werk met kinders wat met ATHV gediagnoseer is, sal baat vind by gehegtheidsteorie.

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Lee, David. "An interpretive case study to explore children's, teachers' and parents' experiences and perspectives on the impact of a positive psychology technique called the 'three good things in life' technique". Thesis, University of East London, 2017. http://roar.uel.ac.uk/7311/.

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The purpose of the thesis was to evaluate a positive psychology intervention called the ‘three good things in life’ technique (Seligman, Steen, Parker and Peterson, 2005). The research used a case study approach, within one school and the technique was implemented with one year five and one year six class (nine to eleven year olds), who completed the ‘three good things’ technique for one week. The research focused on an analysis of the completed booklet, a focus group with six pupils, teacher interviews and individual parental feedback interviews. Overall there were forty-two pupils from the two year groups who participated in the research and completed the ‘three good things’ booklet (Seligman et al., 2005), six pupils took part in the focus group, two of the pupils’ parents participated in the interviews and the two class teachers were interviewed. The results of the thematic analysis and data triangulation showed that all pupils enjoyed using the technique and reported positive experiences in self-administrating the ‘three good things’ booklet and wanting to carry on doing the technique beyond the one week period. Feedback for the technique was very positive, as reported by pupils, teachers and parents. Increases in pupil positive self-reflection and prosocial behaviour were noticed by pupils and class teachers, although there were no changes with negative behaviours, as the classes did not have pupils with behavioural needs. In the booklet the pupils wrote about how they were improving in key subjects, but also social behaviours were logged such as helping each other, and the pupils developing their personal skills or traits. There were also participant recommendations for improving the booklet including the option of pupils customising the booklet. It is important to note that future research will need to focus on quantifying the amount of noted improvements in behaviour or progress that the pupils make when using the ‘three good things in life’ technique (Seligman et al., 2005). It is also important to note that the research was of a preliminary nature with a small research group, and therefore it will require further research to add to its evidence base. Overall, this study has demonstrated some potential benefits of the ‘three good things’ technique (Seligman et al., 2005) and the ease of using it with children and also within education. Further research can expand on this initial qualitative analysis and provide further information for future studies and debate.

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Maggio, Lisa. "Explore the Relationship Among Lung Cancer Stigma, Social Support, and Psychosocial Distress". UKnowledge, 2015. http://uknowledge.uky.edu/nursing_etds/19.

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There is longstanding causal relationship between cigarette smoking and lung cancer. Smoke-free policies and anti-smoking campaigns have been linked to the decline in smoking acceptance and contribute to the unintended consequence of stigmatizing smokers. Lung cancer is viewed as a self-inflicted disease and patients’ feel judged in a manner different from other cancers affecting social interactions between family, friends, and healthcare professionals. Lung cancer stigma contributes to depression, anxiety, poor self-esteem, guilt, shame, blame, threatens a person’s social identity, and limits social support that deeply affects patients and their support persons. This dissertation contains a review of the literature related to smoking and stigma, an evaluation of the psychometric properties of an investigator-developed instrument, “Lung Cancer Stigma Scale” (LuCaSS) and the main findings from a cross-sectional observational study of 104 lung cancer patients assessing factors associated with lung cancer stigma. The Model of Stigma Induced Identity Threat provides the framework to examine stigma and the relationship between social constraints, self-esteem, and smoking and to test whether social support mediates the relationship between stigma, and depression/anxiety. The LuCaSS was a reliable and valid instrument measuring lung cancer stigma (alpha = 0.89). The principle components analysis determined three subscales measuring internalized stigma: social rejections/judgment, blame/guilt, and shame. Social constraints, self-esteem, smoking each significantly contributed to the prediction of stigma controlling for SES. Lung cancer patients with greater social constraints and lower self-esteem and who were smokers scored higher on stigma. Social support was a mediator for the relationship between stigma and depression but not for anxiety. The findings are consistent with Stigma Induced Identity Threat Model. A stigmatized identity can lead to stress-related health outcomes such as depression. A lung cancer diagnosis has numerous negative psychosocial effects on patients. Integrating stigma tools (i.e. LuCaSS) in practice settings may assist with determining potential stigma related distress among lung cancer patients. Emphasizing the need for social support and implementing more advocacy efforts may also help minimize the effects of stigma and depression. Future studies are necessary to further examine the role of social support in minimizing stigma and psychosocial distress.

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Watson-Butterworth, Gemma. ""People call me a nerd, that means they're saying I'm clever" : using Personal Construct Psychology to explore the self-awareness skills of pupils with a diagnosis of autism spectrum disorder". Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/11606/.

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Research suggests that those with a diagnosis of autism spectrum disorder (ASD) may have increased levels of mental health difficulties (e.g. Simonoff et al, 2008), though there is a poor evidence base around how professionals might be able to support these needs (e.g. National Autistic Society, 2010).There is some suggestion that Personal Construct Psychology (PCP) might have some utility in addressing these issues (e.g. Attwood, 2007), though this lacks thorough investigation. In line with a pragmatic approach to research, I chose an action research methodology to investigate how I could use PCP to extend the self-awareness skills of pupils with a diagnosis of ASD, an area often linked to positive wellbeing. I used various PCP activities with secondary aged pupils, adapting and modifying the methods according to their responses, skills and areas of need. The data included my own reflections and observations from the sessions, transcripts and notes of session content, as well as evaluations from the pupils relating to the activities they completed. Template analysis, a matrix framework and thematic analysis were used to analyse the two cycles of data. Findings related to processes of application (practitioner skills), and use of PCP (how activities helped the pupils to make extensions to their self-awareness when made accessible). Compared to the range of comments pupils made during the first session, all pupils showed extensions to their self-awareness following PCP, though with a wide variation in the extent of complexity shown. This study therefore yields practical implications, both for my own practice as well as for the EP profession. There is a continuing need for pupils with ASD to access support towards enhancing their emotional wellbeing; this study serves as the basis for practitioners to trial PCP approaches in order to support the development of pupil self-awareness.

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Scholey, Keith. "A feasibility study to explore the potential benefit of a cognitive therapy treatment approach for depression with individuals fulfilling ICD-10 criteria for dementia : a case study approach". Thesis, Bangor University, 1998. https://research.bangor.ac.uk/portal/en/theses/a-feasibility-study-to-explore-the-potential-benefit-of-a-cognitive-therapy-treatment-approach-for-depression-with-individuals-fulfilling-icd10-criteria-for-dementia--a-case-study-approach(d9734acb-8ce8-48d3-b0bb-10f49002be8e).html.

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The following study represents a review of the literature regarding the dual diagnosis of dementia and depression and a description of an attempt to apply cognitive therapy techniques with eight participants (age range: 57 - 83), all of whom had received a diagnosis of dementia and depression. The results appeared to indicate that cognitive therapy for depression, with people experiencing dementia, may be a feasible proposition. Common themes arising in therapy are discussed.

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Park, Jane. "'Another door into a new world waiting to be explored' : a psycho-social investigation into the transition experiences of young adults with autism using the Grid Elaboration Method". Thesis, University of Essex, 2016. http://repository.essex.ac.uk/17269/.

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Transition research tends to consider the experiences of ‘typically developing’ pupils and focusses on the primary to secondary school transition. Accounts that speciﬁcally focus on the views of pupils with autism also tend to rely heavily on the accounts of parents and staff. This study aimed to explore the transition experiences of young adults on the autism spectrum from the perspective of the young people themselves, having an exploratory and emancipatory purpose. Four young people with diagnoses of autism (three male, one female) aged between 18 and 22 years old, enrolled on further education training courses in two colleges in two different outer London boroughs, were recruited to the study. A qualitative methodology was used, involving a psycho-social method of data collection which comprised of individual interviews applying the free association Grid Elaboration Method (Joffe & Elsey, 2014) and thematic analysis of the data. Each participant was interviewed about their experiences of transition. Interview transcripts were analysed using thematic analysis following guidance from Braun and Clarke (2006). Researcher field notes were used to support the analysis. Six themes emerged from the data: Resilience, Growth and Development, Relationships, Mental Wellbeing, Agency and Understanding Difference. Strengths and limitations of the study, in addition to further applied implications of the findings for professionals working with young adults with autism, were identified. The study highlighted the importance of eliciting the views of young people with autism in order to facilitate positive transition experiences, which are likely to influence future outcomes for young people with autism.

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Davis, Jacob Foster. "Application of a Genetic Algorithm and Multi Agent System to explore emergent patterns of social rationality and a distress-based model for deceit in the workplace". Thesis, Monterey, Calif. : Naval Postgraduate School, 2008. http://handle.dtic.mil/100.2/ADA483642.

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Thesis (M.S. in Systems Technology)--Naval Postgraduate School, June 2008.
Thesis Advisor(s): Hiles, John ; Iatrou, Steven. "June 2008." Description based on title screen as viewed on August 25, 2008. Includes bibliographical references (p. 103-104). Also available in print.

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Wainwright, Katie. "Befriending the elderly : using the free association narrative interview technique and psychoanalytic concept of countertransference to explore the befriending experience". Thesis, University of Essex, 2018. http://repository.essex.ac.uk/22438/.

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Research has shown that loneliness and social isolation have a significant negative impact on the physical and psychological health of older adults living in the UK, impacting not only on their quality of life, but on society as a whole through increased use of health services. There is a movement, however, that is committed to alleviating loneliness in older adults through befriending: where an unrelated volunteer gives their time to provide companionship on a regular basis to an individual in their own home. Drawing on the author’s personal experience as a befriender, there is an emotive and affective dimension to caring, that is often contradictory and conflictual, and that is missing from the current, predominantly descriptive qualitative literature in this area. Applying psychoanalytic concepts to sociological and psychological research, specifically the free association narrative interview technique (Hollway and Jefferson, 2000) and using transference and countertransference to support analysis and interpretation, produces data that contradicts previous views of the volunteer as rational, intentional, and coherent in their understanding and explanation of their own behaviour. This study has shown that the befriending experience is highly affective and often conflictual, producing similar anxiety that the both the befriender and the organisation through which they volunteer strive to alleviate. There are conflicting tensions between caring and sacrifice and in between being a friend but in fact restricted in the ‘behaviours’ that constitute this friendship. A richer understanding of the experience of befriending, from the point of view of the befriender, can help support organisations in the recruitment and retention of volunteer befrienders, as well as helping to develop further befriending services for older people based on this new knowledge.

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Olsen, Lynn William. "Edge Leadership: Using Senior Leadership Perceptions to Explore Organizational Turnarounds". Antioch University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1284085292.

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Eyrolles, Stéphanie. "Explorer la faille : Identité et narration dans l'œuvre de William Faulkner". Thesis, Université Paris-Saclay (ComUE), 2016. http://www.theses.fr/2016SACLV079/document.

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Ce travail présente la manière dont William Faulkner réfléchit la fonction identitaire de la narration dans plusieurs de ses romans : The Sound and the Fury, As I lay Dying, Light in August, Absalom, Absalom! et Requiem for a Nun. L’appartenance des personnages du corpus au Sud des États-Unis exacerbe leur faille constitutive, qu’ils cherchent alors à compenser par la médiation du récit. Cette thèse étudie, à travers le prisme de la théorie de la mimèsis de Paul Ricœur, comment ces personnages configurent leur temps vécu et se projettent mimétiquement dans leur récit afin de procéder à une herméneutique de soi et atteindre ainsi l’appropriation de soi qu’ils recherchent. Cependant, les narrateurs sont tous saisis d’un élan déconstructeur qui met en lumière l’irrésolution du langage grâce auquel ils essayent de se créer une identité de substitution. Ils prennent alors conscience que le langage se dissémine et que la présence qu’ils tentent de faire advenir se dérobe dès qu’elle apparaît
This dissertation studies the issue of identity in several of William Faulkner’s novels (The Sound and the Fury, As I Lay Dying, Light in August, Absalom, Absalom! and Requiem for a Nun) and how characters attempt to retrieve a sense of self through narration. The characters’ belonging to the American South exacerbates their inner gap, which they then try to fill thanks to their story-telling. This study examines, through the prism of Ricoeur’s theory of mimesis, how these characters configure their world of action and project themselves mimetically into their narratives so as to achieve self-understanding through a hermeneutical process. However, the narrators under study are overwhelmed with a deconstructive impetus which sheds light on the indecisiveness of the language thanks to which they are trying to create a substitute identity. They thus become aware that language disseminates itself and that the presence they are attempting to create gives way as soon as it appears

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Turnbull, Triece. "A mixed-method study using a multimedia intervention to explore sex and relationship education within families". Thesis, Teesside University, 2010. http://hdl.handle.net/10149/112640.

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Sex education in Britain is poorly practised, in schools as well as in the home. British so called ‘Puritanism’ has been seen as one of the reasons. At a time and age when teenage pregnancy, Sexual Transmitted Infections (STIs) and viruses (AIDS/HIV) are on the increase more attention to the education of sexual behaviour is needed. Government initiatives are leading in that direction for schools as well as families, but it is unclear how these are materialised. Especially, how families discuss sexual matters is underresearched and poorly understood. Therefore, the aims of this study were to explore the potential facilitators and barriers of the communication of sexual topics, with and without the use of a Sex and Relationship Education (SRE) multimedia program, and to explore the impact of this program on the knowledge of sexual issues and concerns. A mixed-method design was employed by using Strauss and Corbin’s (1998) modified grounded theory to develop a model reflecting the findings. Knowledge was assessed on data gathered from twenty British families over a ten-month period. Using semi-structured interviews, observational field notes and quantitative measures, it was found that trust, respect, spending (leisure) time together and children’s perception of their parents’ sexual knowledge were facilitators for sexual communications. Older siblings and other family members who were regarded as role models also facilitated the discussion of sexual matters. The barriers for discussing sexual issues openly within families included authoritative parenting, lack of parental sexual knowledge, presence of younger siblings and parents’ direct questioning of children’s personal relationships. In light of this, the multimedia program could be beneficial in many more families when initiating and communicating sexual matters.

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Jester, JuliaGrace J. "A Feminist Social Psychological Study Utilizing Theatre of the Oppressed Methods to Explore Issues of Women’s Voices". Miami University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=miami1059074145.

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Pandolfi, de Rinaldis Gianna. "Fighting for Health: Theatre of the Oppressed as a Therapeutic Technique that Explores Changes in the Emotional State of Cancer Patients and Survivors". The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1312437259.

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Guo, Lin. "Explore the relationship between metacognition, L1 reading ability, L2 language proficiency and L2 reading comprehension". The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405090119.

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Sobotka, Tamara Jo. "An examination of the evolution of US television commercials to explore how stereotypical depiction's of women have changed through history". Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1998. http://www.kutztown.edu/library/services/remote_access.asp.

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Au, Wai-ching Alice. "Using case studies to explore how family services help in the adjustment and child care of newly arrived Mainland Chinese new immigrant mothers in Hong Kong". Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B42128535.

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Shirley, Melanie. "Engaging with parents in decision making processes : a three phase study illuminating teachers' viewpoints and parents' perceptions to explore a school's approach". Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/13715/.

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Empirical evidence shows that parental engagement improves children’s learning, social competence and physical health from preschool years through childhood and adolescence and into adulthood. Yet reasons as to what can motivate, or hinder parents to become involved are complex. Research suggests that parental engagement is maximised when parents are actively engaged in decision making (Harris & Goodall, 2007; Irvine, 2005; DCSF, 2009; Ranson, 2011). The aims of the current study were: 1) to illuminate the practice of an individual school regarding how they view engaging with parents in decision making; and 2) to explore the activities that the school employs in engaging with parents and to investigate which of these activities the parents view to be important, positive and worthwhile. Q-methodology was used for the first phase of this study and sought to identify and describe the school staff members’ views of the about the concept of engaging with parents of children described with special educational needs in decision making. Two distinctive viewpoints were revealed: 1) parents as partners and 2) respecting and valuing parents. The second phase of the study employed a focus group to identify the activities the school employs. Finally a survey was used in the third phase to explore which of these activities were rated as most positive and worthwhile by parents. Interestingly the findings from the focus group and the survey corresponded to factors related to the psychological need for competence, autonomy and relatedness in relation to parents’ intrinsic motivation to engage with the school. Proposals are made in relation to implications for the practice of schools as well as suggestions for further research.

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Lam, Gary Yu Hin. "A Participatory Action Research using Photovoice to Explore Well-Being in Young Adults with Autism". Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7322.

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Young adults with autism transitioning from school to adulthood are commonly described as exhibiting poor outcomes. Although there has been research efforts measuring quality of life and life satisfaction in individuals with autism, these conceptualizations of well-being are still predominantly deficit-focused and based on normalizing ideals of the dominant culture. Only by incorporating individuals with autism’s perspectives and involving their meaningful participation in research can we better understand and promote well-being among individuals with autism. The present study aims to explore young adults with autism’s ideas about well-being. I conducted a Photovoice project using a participatory action research approach with 14 young adults with autism in a post-school transition program and their three instructors. Results revealed a broad sense of young adults with autism expressing their differences while having a strong desire to be connected with others. Specifically, three themes depicted young adults’ ideas of well-being in terms of (1) showing their self-expression, understanding, and strengths as well as exhibiting personal growth and learning, (2) having close relationships with their family, friends, and animals, and (3) developing different ways of engagement and connections with the community and environment. The research process itself also supported their experiencing of self-expression and forming connections with other people, which were integral to their well-being. The young adults intended to use the project results to present their personhood in a positive manner and to promote better understanding of autism in society. I drew from critical disability studies to discuss the findings in relation to the academic literature and inform advocacy work at a broader sociocultural level. This study has implications for researchers to conduct research that is ethically appropriate and sensitive to the needs of the autism community. Practitioners working with transition-age youth with autism can also draw upon from this study to reflect on their relationships and engagement with these youth to better support their well-being.

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Lundqvist, Tomas. "Creating Resilience – A Matter of Control or Computation? : Resilience Engineering explored through the lenses of Cognitive Systems Engineering and Distributed Cognition in a patient safety case study". Thesis, Linköpings universitet, Institutionen för datavetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-102366.

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In recent years, the research approach known as Resilience Engineering (RE) has offered a promising new way of understanding safety-critical organizations, but less in the way of empirical methods for analysis. In this master’s thesis, an extensive comparison was made between RE and two different research approaches on cognitive systems: Distributed Cognition (DC) and Cognitive Systems Engineering (CSE) with the aim of exploring whether these approaches can contribute to the analysis and understanding of resilience. In addition to a theoretical comparison, an ethnographic healthcare case study was conducted, analyzing the patient safety at a pediatric emergency department using the Three-Level Analytical Framework from DC and the Extended Control Model from CSE, then conducting an RE analysis based on the former two analyses. It was found that while the DC and CSE approaches can explain how an organization adapts to current demands, neither approach fully addresses the issue of future demands anticipation, central to the RE perspective. However, the CSE framework lends itself well as an empirical ground providing the entry points for a more thoroughgoing RE analysis, while the inclusion of physical context in a DC analysis offers valuable insights to safety-related issues that would otherwise be left out in the study of resilience.

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Au, Wai-ching Alice, e 區惠靑. "Using case studies to explore how family services help in the adjustment and child care of newly arrived Mainland Chinese newimmigrant mothers in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B42128535.

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Park, Jin-Pyo. "Les déterminants du choix d'un produit étranger : proposition d'un modèle intégrateur : application au marché coréen". Paris 12, 2005. https://athena.u-pec.fr/primo-explore/search?query=any,exact,990002319860204611&vid=upec.

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Cette thèse s'intéresse à l'impact des variables liées au produit (image du pays d'origine et image de la marque) et des variables psychographiques du consommateur (patriotisme, animosité et ouverture sur les cultures étrangères) sur l'évaluation et l'intention d'achat du produit étranger. La revue de littérature conduit à la formulation du cadre conceptuel et à la réalisation d'une étude empirique auprès de 520 jeunes consommateurs coréens. Deux catégories de produit ont été retenues selon le niveau d'implication (ordinateur portable et pile), ainsi que deux marques dont le niveau de familiarité est différent (ordinateur portable : marques Sony et Safer, pile : marques Panasonic et Cencell) et trois pays d'origine aux niveaux de développement économique contrastés dans la région d'Asie orientale (Japon, Corée et Chine). Les résultats de cette thèse montrent que les variables liées au produit (image du pays d'origine et image de la marque) modifient l'évaluation et l'intention d'achat du produit étranger. Le patriotisme du consommateur influe positivement sur les choix des produits nationaux. Parmi les variables liées au produit, l'image du pays de fabrication a l'effet le plus fort sur l'évaluation et l'intention d'achat du produit étranger. Ces résultats suggèrent que les décisions de délocalisation de la fabrication d'un produit à l'étranger vers des pays à bas coûts de production doivent être assorties de mesures spécifiques d'accompagnement marketing quand l'image de ces pays est faible ou défavorable auprès du consommateur
This dissertation is interested in the impact of product related variables (country-of-origin image and brand image) and of consumer psychographic variables (patriotism, animosity and openness to foreign cultures) on the evaluation and the purchase intention of foreign products. The empirical study was conducted with 520 young Korean consumers. Two types of products with different levels of involvement have been used (laptop computer and battery), along with two brands exhibiting two levels of familiarity (laptop computer: brands Sony and Safer, battery: brands Panasonic and Cencell) and with three eastern asian countries of origin characterized by different levels of economic development (Japan, Korea and China). The results of this research show that variables related to the product (country-of-origin image and brand image) modify the evaluation and the purchase intention of the foreign product. The consumer patriotism influences positively the choices in favour of the national products. Among the variables related to the product, the country-of-manufacture image has the stronggest effect on the evaluation and the purchase intention of the foreign product. These results suggest that the delocalization decisions to manufacture a product in a low cost of production country should be associated with specific marketing actions when the perception of the image of this country is weak or unfavourable in the eyes of the consumer

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Hatfield, Lisa Janie. "The Scholarship of Student Affairs Professionals: Effective Writing Strategies and Scholarly Identity Formation Explored through a Coaching Model". PDXScholar, 2015. http://pdxscholar.library.pdx.edu/open_access_etds/2311.

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Student affairs professionals work directly with university students in various programs that provide services to these students. From these experiences, they collect daily valuable insights about how to serve students successfully. Yet, in general, they are not publishing about their work even though dissemination of such knowledge through publication could positively impact programs and services across many institutions. My dissertation explored what happens when mid-level student affairs professionals pursue scholarly writing during a structured program intended to help participants produce manuscripts for publication. In working with five professionals in student services at a large urban institution in the Pacific Northwest region of the United States, I learned about participants' identities as scholars as well as which writing strategies they found effective. I worked with participants using case study and action research methodologies and used writing coaching as an intervention to support the tenets of autonomy, competence, and relatedness as defined by Self-Determination Theory. Participants viewed strategies that created a habit of practice that fostered writing to be the most effective. Participants varied in how they viewed themselves professionally along the scholar-practitioner continuum. Leadership can create environments to foster scholarship among student affairs professionals. I give recommendations not only for senior student affairs officers but also for graduate programs in higher education as well as national student affairs organizations to promote research and writing in the profession. Lastly, I share recommendations for further research.

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Haarhoff, Beverly Ann. ""The map, the navigator, and the explorer": evaluating the content and quality of CBT case conceptualization and the role of self-practice/self-reflection as a training intervention : a thesis presented in partial fulfillment of the requirements of the Doctor of Philosophy in Psychology at Massey University, Albany, New Zealand". Massey University, 2008. http://hdl.handle.net/10179/1077.

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Cognitive Behaviour Therapy (CBT) leads the way as an evidenced based psychotherapy, and the evaluation of CBT training programs is increasingly seen as important if this position is to be maintained. In this dissertation, CBT case conceptualization, as a core psychotherapeutic competency, acquired in training, is evaluated. Case conceptualization, integrates precipitating, predisposing, maintaining, and protective factors, functioning as an explanatory and prescriptive roadmap for therapy. Gaining self-knowledge through exposure to some form of personal therapy is cited as important in gaining psychotherapeutic competency. Self-practice/ self-reflection, show promise as a form of personal therapy compatible with the principles of CBT. This study evaluates the content and quality of CBT case conceptualizations produced by a sample of 26 participants who have completed the Massey University Post Graduate Diploma, using three case conceptualization rating scales. In addition, the impact of a self-practice/self-reflection manualised training intervention designed to improve the quality of case conceptualization in trainee cognitive behaviour therapists, is explored using thematic analysis. The evaluation of the CBT conceptualizations showed predisposing factors and psychological mechanisms as receiving the most attention from participants. However, the majority of participants failed to pay attention to socio-cultural, biological, protective factors and factors pertaining to the therapeutic relationship. The majority of the participants were able to produce a 'good enough' CBT case conceptualization, however the ‘problem list’ was not well developed, and the conceptually relevant aspects of the therapeutic relationship and protective factors were given less attention. The effect of a self-practice/self-reflection training intervention on the quality of CBT case conceptualizations produced by the intervention group (n = 16) drawn from the main participant sample, was qualitatively evaluated using thematic analysis. Theoretical understanding of the model, self awareness, empathy, conceptualization of the therapeutic relationship, adaptation of clinical interventions, and clinical practice were all subjectively perceived by participants to have increased as a result of the intervention. An inferential analysis compared the performance of the intervention group (n=16) that of a comparison group (n=10), made up of the remainder of the larger sample described in the context of the first question. The comparison group had not been exposed to the manualised intervention. The comparison was both within, and between the two groups. The quality of the intervention group showed an improvement on one of the rating scales, indicating a possible link between the training intervention and case conceptualization competency, however, the improvement was not replicated by the other two rating scales. The findings are discussed in the context of improving CBT training with regard to case conceptualization.

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Mnisi, Thoko Esther. "Digital storytelling to explore HIV- and AIDS- related stigma with secondary school learners in a rural community in KwaZulu-Natal". Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1018717.

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This study explores, through digital storytelling, the experiences of HIV- and AIDS-related stigma of rural community secondary school learners. HIV- and AIDS-related stigma is seen as an impediment to a proficient response to HIV and AIDS in communities, also rural communities, and requires addressing. The rural community in which the research is undertaken is particularly hard hit by HIV and AIDS. Learners’ experiences of HIV- and AIDS related stigma could therefore inform how school and community could engage with HIV- and AIDS-related stigma and how they could address it in a constructive way. The study attempts to respond to two research questions: What can digital storytelling reveal about secondary school learners’ experiences of HIV- and AIDS-related stigma in schools in a rural community? How can digital storytelling enable secondary school learners in school in a rural community to take action to address stigma? This qualitative study is positioned within a critical paradigm, and employs a community-based participatory research strategy. Twelve Grade 8 and 9 male and female learners aged 15 to 18 years, from two secondary schools in rural Vulindlela district of KwaZulu-Natal, South Africa, who experienced, witnessed or heard about HIV- and AIDS-related stigma participated. Digital storytelling, a visual participatory method, was used to generate the data, and this was complemented by group discussion and written pieces completed by the participants in reflection sessions. The thematic analysis of the data made use of participatory analysis: the analysis of the digital stories was done by the participants while the overarching analysis was done by the researcher. This study, located in the field of the Psychology of Education, is informed by the theoretical framework of symbolic interactionism. In terms of the experienced stigma, it was found that living with HIV and AIDS and the related stigma is perceived as a ‘hardship’. The stigma is experienced on many levels: in the family, at school, and from friends and members of the community. It has an impact on the individual on an intrapersonal and interpersonal level. The young person is caught up in a vicious cycle of silent suffering since there are no reliable and trustworthy people with whom he or she can share these challenges. Some so-called traditional beliefs and customs such as not talking about sex, and practices like virginity testing, also fuel HIV- and AIDS-related stigma. The use of derogatory terms and the severe criticism of early sexual debut along with the gossiping which is used to spread the stigmatising statements further complicate the hardship experienced by young people. Digital storytelling was found to not only enable the learners’ voices to be heard but also to enable their taking charge of the stigma and thus create the space for critical participation in this research. The implications for the study are that the pervasive stigma that young people experience should be addressed at every level of the community. The stakeholders such as the families, school, educators, the King (Inkosi) and Chiefs (Indunas) of the area, relevant departments with that of Education taking the lead, must work hand-in-hand with the affected young people. Such collaboration may allow for the identification of the problem, for reflection on it, and also for the addressing of it. HIV- and AIDS-related stigma, while it has changed since the emergence of HIV, still is an issue that many HIV-positive individuals have to contend with. This stigma is, however, contextual and how the individual is stigmatised fits in with the language, meaning and thought that a community constructs around stigma. While digital storytelling enables the uncovering of particular stories of stigma that learners experience in the context of a school in a rural community, the digital storytelling in and of itself enables a change in the language, meaning and thought around stigma in its drawing on the specifics of the stigma as experienced in the community. Also, digital storytelling is about sharing stories about, and experiences of HIV- and AIDS-related stigma and how these stories can be used as part of the solution. If such stories can be told, people can spread them just as gossip is spread, but in this case such spreading would work towards positive social change. I claim that in order to confront the challenges raised by the perpetuation of stigma, efforts must involve the communities and must tap into their own experiences of perpetuating or enduring stigmatisation. Suggestions by the very same people from the community who are at the front line of perpetuating and /or suffering the stigma must be considered. This may also become one way of instantly communicating the research findings back to the community involved in the research. Using digital storytelling can ensure getting self-tailored, contextual, specific views on how HIV- and AIDS-related stigma is experienced but also how it could be addressed.

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Bishop, Elizabeth May. "Using a cross-cultural conception of play to explore the play perspectives of children and parents of Somali heritage and primary school practitioners". Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/32100.

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This two phase study explored perspectives of play according to children and parents of Somali heritage and primary school practitioners, in a city in South West England. In an addition to the considerable research base concerning play, this study investigated the frequently overlooked cultural dimension of play and how this affects the education of Somali heritage children in England. The broader contentious concern of play’s role in Early Years and Primary education was also explored. A mixed methods pragmatic approach was employed in this study. In Phase One, a photograph sorting activity based on the Activity Apperception Story Procedure by Howard (2002), was used to enable the participation of young children and participants for whom English is not their first language. Established via this activity were definitions of play and work according to children and parents of Somali heritage and primary school practitioners. Exploratory Data Analysis was applied to examine this data. In Phase Two, a focus group design was used, with discussions drawing on cross-cultural conceptions of play (Gaskins, Haight & Lancy, 2007; Göncü, Tuermer, Jain & Johnson, 1999). This enabled the exploration of how parents of Somali heritage and primary school practitioners perceive play’s relationship to children’s development and learning, with consideration for their own experiences of childhood. Focus group data was analysed using thematic analysis, supported by the Cultural Historical Activity Theory framework. The findings of this study highlight shared and individual definitions of play, competing benefits of play and the cross-cultural importance of play being intrinsically motivated. Implications for practice centre on the need to recognise play as part of unique cultural milieus at a practitioner, school, educational psychology service and policy level.

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Kim, Seonja. ""L'image fantôme" chez Hervé Guibert". Paris 12, 2004. https://athena.u-pec.fr/primo-explore/search?query=any,exact,990003948580204611&vid=upec.

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Nous avons étudié le concept de " l'image fantôme " dans les oeuvres littéraires et photographiques d'Hervé Guibert, journaliste, écrivain et photographe français (1959-1991). Notre objectif a été de montrer que l'image fantôme, qui est. Selon l'auteur, une représentation mentale et littéraire, apparaît aussi dans ses photographies. Nous avons décrit l'image fantôme comme un support de mémoire, rendant visible une photographie pourtant non réalisée. L'image fantôme se situe par conséquent entre deux systèmes de représentations parallèles, le littéraire et le photographique. C'est ce qui nous a conduite à 1'exploration de l'oeuvre photographique de Guibert où nous avons observé le dédoublement narcissique de l'auteur en le reliant à l'image du fantôme. Pour comprendre ces oeuvres, où Guibert semble réussir à représenter l'invisible, nous les avons interprétées ici sous la catégorie du sublime métaphysique. A la recherche d'un au-delà, Guibert semble se transformer lui-même en une image fantôme
We studied the concept of the "ghost image" in literary and photographic works of Hervé Guibert, a French journalist, writer and photographer (1955-1991). Our objective was to show that the ghost image, which is, according to the writer, a mental et literary representation, appears also in his photographies. We descrihed the ghost image as a backup of memory, making visible a photography however flot realized. The ghost image is situated in consequence hctween two systems of parallel representations, the literay and the photographic. It is what led us to the exploration of Guibert's photographie works where we observed the auhor's narcissistic split personality linking it to the image of the ghost. For the best comprehension of these works, where Guibert seems to succeed in representing the invisible, we interpreted them here under the category of the metaphysical sublime. In pursuit of a hereafter, Guibert seems to be transformed into a ghost image

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