Дисертації: "Personal growth"

1

Huey, Ong Leng. "A minister's personal growth." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.

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2

Naslund, Melissa Nicole. "Counselor Education: A Personal Growth and Personal Development Experience." Diss., North Dakota State University, 2015. https://hdl.handle.net/10365/27862.

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A basic qualitative design was implemented to better understand the personal growth and personal development of seven master?s level counseling graduates in the mid-western United States. Three foundational questions were used to guide the study: (1) How do master?s level counseling students experience personal growth and personal development during the master?s level counselor-training program? (2) What parts of the master?s level counselor-training program contributed most to students? personal growth and personal development? (3) How do master?s level counseling graduates conceptualize how their personal growth and personal development have impacted their professional identity and their present work with clients? To address these questions, seven interviews were conducted with professional counselors who had graduated from a CACREP-accredited master?s level counseling program between the years of 2005 and 2013. Sixteen themes emerged from the interviews that addressed four main areas: 1) how master?s level counseling students experience personal growth and personal development, 2) what parts of the training program most impacts personal growth and personal develop, 3) how personal growth and development experiences impact professional?s identity development and present work with clients, and 4) how the terms personal growth, personal development, and professional development are both unique and overlapping concepts. The sixteen themes were supported by direct quotations from the participants. A synthesis of the findings and current literature was conducted and further discussion regarding the limitations of the study, suggestions for future research and implications for counselor education and supervision programs were addressed.

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3

Greenspan, Lisa Cheryl. "Running head : opportunities for personal growth." Thesis, City University London, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.546735.

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4

Bitter, James, William Nicoll, Monica Nicoll, and Erik Mansager. "Counseling for Personal, Spiritual, & Relational Growth." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/6096.

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5

Neale-McFall, Cheryl, and Rebekah J. Byrd. "Counseling Masters Student’s Personal Growth Group Experience." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/888.

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Participating in and experiencing a counseling growth group is a process that is required in all CACREP-accredited counseling programs. Existent literature suggests that multiple variables may impact participants’ learning in growth groups, and call into question the effectiveness of such groups. Overall, the majority of the research (Barnette, 1989; Hogg & Deffenbacher, 1988; Yalom & Leszcz, 2005) implies that growth groups have the potential to produce meaningful and positive outcomes; however, there are gaps in the literature that do not address the direct experiences of individuals in growth group (Berman & Zimpfer, 1980; Goodrich, 2008). This article presents research that utilized phenomenological methodology to explore the experiences of 13 counseling maters’ students who participated in a growth group as part of their degree requirements. Data were collected through individual interviews and focus groups. Eight themes emerged from the analysis in regard to group process and setting. Awareness gained by participants relevant to the perceived purpose of the group, as well as qualities of effective groupleadership, was also examined.

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6

Boskic, Natasha. "Ethics in immersive gameworlds : personal growth and social change." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/37739.

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This research was conducted to gain a deeper understanding of ethical issues confronting Alternative Reality Game (ARG) players who, when faced in a gameworld with actual life problems, must collectively reach solutions which are expressed through narratives and critical literacy. The aim of this research was to draw on the experience of game players engaging in the ARG, “Urgent Evoke,” in order to respond to the following research questions: 1) What kinds of moral functioning are evident in human play in immersive gameworlds; 2) How can players and educators who use these spaces grow as individuals in their ethical sensibilities? The method of analysis for this study was virtual ethnography, including pre- and postgame surveys and interviews and the analysis of artifacts created during the game. The four-component model of moral functioning (Narvaez & Lapsley, 2005) was used as a framework for analysis with the following main categories: judgment, sensitivity, motivation, and action. However, because Narvaez and Lapsley’s division in skills and sub-skills appeared too inflexible for broad understanding of the behaviours under review, additional coding was applied. Study results suggest that ARGs motivate players to contribute to the game, and that through such contribution participants may arrive at understandings that encourage them to make changes in their behaviours outside of the gameworld. In the four component areas, the ARG offered fertile space for growth and learning through discussion, negotiation, and reflection. The study suggests that ARGs can be used successfully to encourage sensitivity to questions of ethics.

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7

Thomadaki, Olga. "How mothers experience personal growth after a perinatal loss." Thesis, City University London, 2012. http://openaccess.city.ac.uk/3008/.

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In the UK, babies are considered stillborn when they are born dead after the 24th week of gestation. Death within the first four weeks of life is defined as a neonatal death. Both stillbirths and neonatal deaths comprise perinatal deaths. This type of bereavement constitutes a traumatic loss and although there is a plethora of research focusing on the resulting parental psychopathology, research on adaptive grief resolution and posttraumatic growth is scarce. Qualitative methodologies exploring perinatal bereavement and posttraumatic growth from a perspective of counselling psychology are absent in the literature although repeatedly invited by theorists. To date, only one quantitative study has explored the phenomenon of posttraumatic growth on bereaved parents after a perinatal loss (Büchi, et al., 2007). Moreover, the available qualitative literature on bereaved mothers after a perinatal loss is conducted by disciplines other than psychology and has largely focused on birth, hospital practices, burial ceremonies and the initial grief reactions. Thus, this project aims to address psychology’s relative neglect of the topic by exploring qualitatively “How mothers experience personal growth after a perinatal loss”. The research methodology employed was Interpretative Phenomenological Analysis (IPA). Eight semi-structured interviews with women who had lost their firstborn baby perinatally were conducted. The analysis revealed four super-ordinate themes; the first and the second mainly present the traumatic quality of this type of bereavement and the multiple losses involved. The third super-ordinate theme presents all the coping mechanisms that were activated by participants in order to work through their loss; while the fourth presents the positive changes that came as a consequence of the experience and their efforts to psychologically survive that loss. The research findings suggest that following this traumatic loss mothers, struggling with distress and anguish, can also experience positive transformations. The possible role of counselling psychologists and psychotherapists in this journey of personal positive transformation of bereaved mothers is explored.

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8

Keen-Rocha, Linda S. "Personal epistemological growth in a college chemistry laboratory environment." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002522.

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9

Kim, Jo Kyung. "The Biblical approach to church growth through personal evangelism." Lynchburg, Va. : Liberty University, 2000. http://digitalcommons.liberty.edu.

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10

Geise, Aaron C. "Personal growth and personality development well-being and ego development /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5667.

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Thesis (M.A.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 12, 2009) Includes bibliographical references.

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11

Lindquist, Lareau E. "The glory of God as it relates to personal growth." Online full text .pdf document, available to Fuller patrons only, 1985. http://www.tren.com.

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12

Boyd, Tamar Mary. "Autonomy, Competence, Relatedness, and Personal Growth Initiative Among Postpartum Women." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2792.

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Prior research on maternal postpartum care, the transition to motherhood, pelvic floor dysfunction, and pelvic floor muscle training (PFMT) has revealed that postpartum women are often denied the basic information, instruction, and preventive strategies necessary for optimal postbirth rehabilitation and psychological well-being. Employing a dual framework of self-determination theory and personal growth initiative (PGI) theory, this quantitative study utilized a cross-sectional design to investigate if autonomy, competence, and relatedness satisfaction predicted PGI in postpartum women. Differences in autonomy, competence, relatedness, and PGI between PFMT practicing and nonpracticing postpartum women were also examined. A web-based survey method was employed to collect data from 229 postpartum women, which consisted of 121 women not practicing PFMT and 108 women practicing PFMT. The Basic Psychological Need Satisfaction and Frustration Scale measured autonomy, competence, and relatedness. The PGI Scale-II measured PGI. Standard multiple regression and 4 independent-samples t tests were used to analyze the data. Results indicated that autonomy, competence, and relatedness predicted PGI. There were no significant mean differences between PFMT practicing and nonpracticing women. These findings have implications for positive social change such that the medical community and policy makers can utilize the fulfillment of postpartum women's needs for autonomy, competence, and relatedness to improve women's odds for optimal adjustment and adaptation to life after childbirth.

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13

Knight, Zelda Gillian. "The contribution of meditative experiences to personal growth : a case study." Thesis, Rhodes University, 1991. http://hdl.handle.net/10962/d1003347.

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A three month meditation programme based on Joseph Goldstein's (1976) instructions and discourses given at a Vipassana meditation retreat was implemented among four 17 year old white English-speaking school girls at a private non-racial co-educational high school in South Africa. The meditation experiences of all four subjects were noted, hut only one subject's meditative experiences were documented and used as a case study to explore their use as a tool for personal growth within the framework of ego-psychology and transpersonal psychology. It is concluded that the subject, who meditated on a daily basis, experienced personal growth primarily from the ego-psychology perspective and, it is interesting to note, less so from the transpersonal perspective. Three bypotheses have been put forward for this. Firstly, the actual length of the meditation programme may have been too short, and secondly, the daily meditation sessions too brief to facilitate a process of personal growth and development from within the trans personal psychology framework. Thirdly, the subject was an adolescent school girl and thus may not have been developmentally ready in terms of reaching a level of cognitive, emotional, social and spiritual maturity necessary to experience identification to the transpersonal self.

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14

Armstrong, Lauren. "Supervision, Clinical Training, Personal Growth and the Values of Novice Clinicians." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10283166.

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The purpose of this qualitative, autoethnographic study was to identify and explore the values that promoted personal growth and that emerged out of the clinical training and supervision experience of novice clinicians within one clinical psychology doctoral program. Participants included three first-year doctoral students in clinical psychology, one of whom was the primary researcher. Participants completed journal entries approximately twice monthly for seven months, resulting in a total of 54 entries that were examined using a content analysis approach. Content analysis, conducted by the primary researcher, involved coding data for themes and patterns that were representative of values, as well as indications that these values oriented the participant toward personal growth. Journal entries were first analyzed and coded based on whether they fit the definitional criteria of a value and then coded secondarily for the value itself. Specifically, cited in descending order, content analysis identified the following values: (a) awareness; (b) knowledge; (c) bravery; (d) competence; (e) learning; (f) humility; (g) community; (h) acceptance; (i) openness; and (j) curiosity. Awareness, as it related to self-regulation and to skill development was the most highly identified value. Future researchers may consider expanding on these results with a larger and more heterogeneous sample of novice clinicians.

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15

Beezley, Patrick. "COMPONENTS OF AN EXTENDED WILDERNESS TRIP NEEDED TO FACILITATE PERSONAL GROWTH." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/theses/615.

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This study is based on five components of an outdoor adventure trip that help facilitate personal growth in individuals. There has been some research on how outdoor adventure trips facilitate personal growth, but this is a qualitative study on the affects of the five components. Personal growth can be described as when someone learns something new about himself or herself, overcomes something challenging, and/or has a positive experience that will last with them throughout their lives (Bennion, & Olsen, 2002; Daniels, 2007). Personal growth is unique and individualized. The participants for this study were university students who took part in an academic, outdoor leadership course. This study used phenomenological research to find what trip components were the most meaningful to the participants for their personal growth (Creswell, 2003). The 6 themes that emerged from the data included patience, collaboration, confidence, transference, realization, and empathy/compassion. Components of the trip influenced personal growth in the following ways. Challenge and the group were related to participant perceptions of realization. Empathy and compassion were based upon characteristics found in the group and challenge. Skill development, natural environment, and challenge were the most responsible for confidence. Aspects of a challenge component were most influential in promoting patience. Based on the results of this study, wilderness trip providers could consider how components of an outdoor adventure trip could be applied to encourage personal growth. Outdoor leaders can use this information to make a more intentional trip for their participants.

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16

Walker, Donald R. "Seeker targeted events a strategy to assist personal evangelism and church growth /." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

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17

Ostgaard, Tone A. "New venture growth : an analysis of personal networks and firm competitive strategy." Thesis, Imperial College London, 1992. http://hdl.handle.net/10044/1/7458.

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18

Bousted, Mary. "A socio-political analysis of the personal growth ideology of English teaching." Thesis, University of York, 1999. http://etheses.whiterose.ac.uk/10867/.

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19

Smith, Whitney M. "Personal growth and its role in the professional development of novice clinicians." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10196173.

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This study used an inductive, qualitative content analysis to investigate what aspects or elements of personal growth influence professional development in first-year clinical psychology doctoral students. Fifty-three journal entries reflecting critical moments during clinical training were coded using consensual agreement and interpretative phenomenological analysis. This study found six core themes representing aspects or elements of personal growth influencing professional development: Hindering beliefs and experiences, uncertainty, emotional presence, cognitive shifts, experiential learning, and intent. These findings are discussed in relation to current literature. Implications of the findings, future directions for research, and personal reflections are included.

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20

Dixon, Lily. "Contributions to individual distress and personal growth following the experience of hallucinations." Thesis, University of Hull, 2016. http://hydra.hull.ac.uk/resources/hull:14092.

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Research suggests hearing and seeing things that others do not is universally experienced by many humans; yet, there is a dominant discourse that hallucinations are a negative and debilitating phenomenon. This portfolio examines the differences between those who seek help for their hallucinatory experiences and those who do not, and explores a more positive narrative of experiencing hallucinations as a medium in which a person can develop and personally grow. The portfolio is comprised of three parts. Part one is a systematic literature review, in which existing empirical literature relating to mental health service-use and distress for individuals experiencing hallucinations is reviewed. A total of sixteen studies are first critically evaluated and assessed for quality, then the findings are collated and synthesised to examine the psychological and social factors which may contribute to a rise in hallucinatory distress and/or help-seeking. Part two is an empirical paper, which explores experiences of personal growth with auditory and visual hallucinations. The qualitative study interviewed seven individuals to better understand the experience of personal growth, individuals’ expectations of positive change, and highlight any facilitating or hindering factors in the development of personal growth. Part three comprises the appendices. The supporting information for the systematic literature review and the empirical study are presented, in addition to epistemological and reflective statements to provide further context for the untaken research.

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21

Darge, Susan C. "Facilitating personal growth in college students a spiral model and program plan /." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000darges.pdf.

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22

Smith, Joel A. "Measuring the effects of personal coaching on the implementation of a journey plan for personal spiritual growth at Daybreak Church." Thesis, Nyack College, Alliance Theological Seminary, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10189383.

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Chapter 1 is the introduction, which gives an overview of the entire study. Chapter 2 is the literature review, defining the problem of stunted spiritual growth and considering coaching as a possible catalyst to move people out of stagnation. Chapter 3 covers the methods of the present study, describing how the treatment and effects study was set up in order to determine if the participants who were coached would experience more spiritual growth than the non-coached participants and how the focus group interviews were conducted to ascertain any noticeable difference in the spiritual growth between the two groups by looking for areas of growth that the coached group experienced that were not reflected in the DSGS and then seeing if the non-coached group grew in those same areas or different areas. Chapter 4 details the results of the study. The hypothesis that coached participants would score at higher levels of spiritual growth than non-coached participants was not supported by the results. The data showed that both groups scored at the same level of growth with no significant difference when t-tested. Chapter 5 addresses conclusions of the study and suggestions for related studies that could help address the problem of spiritual stagnation in the United States church.

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23

Russo, Anne Catherine. "Dancers' voices, the health, well-being and personal growth of dancers in training." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/MQ49233.pdf.

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24

Laslett, Alan. "A descriptive analysis of journal writing in four schools : language and personal growth /." Title page, contents and abstract only, 1988. http://web4.library.adelaide.edu.au/theses/09EDM/09edml345.pdf.

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25

Brogden, Deborah I. "Factors that facilitate a meaningful cultural immersion experience and personal and professional growth." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221295.

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Cultural diversity is affecting every aspect of society today and nurses need to be able to provide culturally competent care to remain relevant, and useful, within the current climate. Cultural immersion experiences are one of the teaching strategies that have been incorporated in an attempt to prepare nurses to be culturally competent in practice. However, there are only a few research studies that have been conducted, within the discipline of nursing, to empirically document the process and outcomes of a cultural immersion experience. Thus, the purpose of this study was to examine factors that facilitate a meaningful cultural immersion experience during a nursing program, as well as the short-term effects of such experiences on personal and professional growth and cultural awareness. The theoretical framework for the study was Leininger's theory of Culture Care Diversity and Universality.This study identified factors that were relevant and important in facilitating a meaningful cultural immersion experience within the categories of situational predetermining factors, modifying factors, and transitional factors (adjustment strategies). Situational predetermining factors identified as relevant included prior personal and professional experiences, prior attitudes and values, preparation before departure, andprior cultural knowledge. Modifying factors identified as relevant included the perception of living in another world, and being "stuck there," as well as the type of location, type of nursing experience, and people met on site. Transitional factors identified as relevant included social support from classmates and the use of coping responses such as humor, self-reliance, personal strength/faith, as well as adjustment of communication style to be able to talk with host-nationals. Finally, personal and professional growth and changes in cultural awareness were identified as outcomes of the immersion experience. Further research on the process and outcomes of cultural immersion is needed to continue to generate a base of nursing knowledge related to cultural immersion, and to assist nurse educators in the planning and execution of such experiences.
School of Nursing

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26

Robinson, R. J. "The mediating effect of organizational climate on personal growth amongst quality circle members." Master's thesis, University of Cape Town, 1987. http://hdl.handle.net/11427/14388.

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Bibliography: leaves 100-114.
The productivity and manpower situation in South Africa was reviewed. The necessity to involve workers at all levels in organizations was emphasized. The definition of "productivity", and the role of the human resources development (HRD) specialist was noted. The concept of "organizational culture" and the relationship to "climate" was discussed. The literature surrounding worker alienation, and the attempts to overcome this by means of participative work redesigns aimed at "worker development" was reviewed. The serious reservations which the organized labour movement has towards "participation" and designs such as quality circles (QC's) were noted and discussed. QC's themselves were introduced with an overview of their origins. The "trade war" between Japan and the West was mentioned, with particular note taken of the role of QC's and their subsequent usage and success world-wide. The critical importance of management commitment and a participative climate for the success of QC programs was emphasized. The present study was undertaken within a QC program in a large engineering company, and consisted of 187 experimental subjects QC members and 63 control subjects (non-SC members). Subjects were measured on the independent variable Organizational Climate which consisted of Trust a Involvement, Motivators, Communications, Decision making, Control Data, and Average Climate. These factors were obtained by means of performing a factor analysis on Likert's (1961) data from his Organizational Climate Scale. The dependent variable Personal Growth consisted of Life Satisfaction, Self-esteem, Powerlessness, Locus Of Control (LOC) and Purpose In Life (PIL). It was hypothesized that QC members would show more personal growth than non-QC members, but that this would be mediated by organizational climate and time spent as a QC member. The validity and reliability of the study were discussed. The results indicated that QC members were higher on life Satisfaction and Self-Esteem than non-members (P < 0.01). Both groups reported significantly more participativeness of climate over the previous 12 months, but QC members reported a greater increase. A significant (P <0.01) correlation was found between most Organizational Climate indices and Personal growth measures. It was concluded that QC participation brings about increased Personal growth, and that this growth extends to non-QC members in the same work area. A critical mediating variable however appears to be Organizational Climate, which must be truly participative if any intervention such as QC's is to succeed. This is consistent with the findings of other authors. The need for further research was discussed, and the role of climate was re-emphasized by way of conclusion.

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27

Bloom, William W. "Discovery a group process for personal growth within oneself, with others, with God /." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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28

Webb, Tony, University of Western Sydney, of Arts Education and Social Sciences College, and School of Humanities. "Towards a mature shame culture : theoretical and practical tools for personal and social growth." THESIS_CAESS_HUM_Webb_T.xml, 2003. http://handle.uws.edu.au:8081/1959.7/676.

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Towards a mature shame culture seeks to identify new tools for social change through a deeper understanding of the social psychology of shame and guilt. The study takes as its starting point a suggestion by Richard Hauser and Hephzibah Menhuin-Hauser that many personal and social crises can be interpreted through the lens of a late 20th Century transition from a guilt culture to an 'infantile' shame culture. Implicit in this is the need to develop more socially mature forms.This idea is placed in the context of praxis for personal/social growth drawing on previously unpublished material from the Hauser's archive. The study then explores a theoretical framework for understanding the social psychology of emotions in general, and shame in particular. It draws on affect psychology, micro-sociology and social attachment theory. Shame is located primarily as a social emotion, with a normative function of monitoring social bonds between people - rather than, as it is usually framed, as a 'self-conscious', 'negative' and 'pathological'emotion. This reframing of the experience highlights the 'salutogenic' function of shame in building and strengthening relationships. In this frame much of what is commonly thought of as 'shame' can be seen to be the result of unacknowledged shame, where other emotions are bound to the sense of shame and carried as 'toxic' memories of unresolved shame experiences. This pattern of unresolved shame can be seen at the root of the personal and social pathologies of violence and alienation.The study charts how attempts to communicate this salutogenic perspective on shame led to an experiential education workshop Working with shame. It draws on the experience of participants in this workshop in a variety of settings (including anger management programs, workshops at men's gatherings, and community professional development training, and other group work). Interview data is used to illustrate how the masking of the physiological expression of shame, principally with anger and/or fear, interrupts the affective/emotional signals between people that would normally result in empathic responses an salutogenic outcomes. Finally, the study explores how this perspective on shame might inform social crisis-intervention programs at community level; and how it might be applied to the larger, and longer-term challenge of bringing about cultural change. It suggests key features that mark the transition from 'infantile' to 'juvenile' forms of shame and some of the factors limiting further growth towards shame-maturity.
Doctor of Philosophy (PhD)

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29

Barber, Paul Graham. "The facilitation of personal and professional growth through experiential groupwork and therapeutic community practice." Thesis, University of Surrey, 1990. http://epubs.surrey.ac.uk/687/.

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30

Mitchell-Smith, Zinnia. "Transforming personal learning and growth into informative research : modelling a three level intersubjective process." Thesis, Manchester Metropolitan University, 2013. http://e-space.mmu.ac.uk/259/.

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This is a methodological study, inspired by my undergraduate experiences of Heuristic Research (Moustakas, 1990) and Co-operative Experiential Inquiry (Reason and Heron, 1986). I became interested in social science research approaches that embrace the notion of people exploring their own experience through introspective, collaborative and creative processes. I questioned, 'what makes it research?' as I was interested in how the process of discovery I had experienced could be considered research rather than personal learning. With co-researchers I identified personal growth as an outcome of research, I also recognised how it enhanced research findings. In this thesis I offer a model for transforming personal growth into informative research. The model is framed by three levels of inquiry based on introspection, interaction and the communication of research findings. I explored these three levels through my involvement in seven collaborative inquiry groups, engagement with subjective and introspective research and continued reflection on my own process. Activities are suggested which have been found to facilitate personal growth and transform it into informative research. This occurs through processes which allow the research to emerge and develop according to the needs and interests of the co-researchers involved. I suggest the resulting model is of value as a research approach where empowerment and personal growth are a corollary aim, for those who wish to explore their personal or professional experience as a bridge to academic research and as a way of research co-existing with work and personal life.

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31

Thiel, Louise. "Personal growth through classroom English : (What pupils say they get out of English teaching)." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003579.

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Guidance and counselling aims to promote the personal growth of the adolescent. However, in the current South African context, it is possible that formalised Guidance instruction and the post of the school counsellor may disappear in many schools as a result of economic rationalisation. If this occurs, the fostering of personal growth will rest with all teachers and it will be vital to utilise all available opportunities. The study of English is one of the areas traditionally seen to promote personal growth, as several aims of English teaching relate to such growth. The purpose of this study is to investigate from the pupil's perspective whether these aims are being fulfilled within 'Model C' CEO schools in order to gauge the potential of English teaching to fulfil the personal growth role of Guidance teaching. Pupils were asked what influence English teaching had on their attitudes and ideas towards life, on themselves and on their development as people. From the data, common themes were established and documented. These themes showed that important aspects of personal growth are indeed fostered by the English teaching of literature, poetry, written work, oral work and visual literacy. This study therefore confirms that English teaching does foster personal growth and that the potential does exist for English teaching to subsume some of the roles of Guidance.

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32

Lord, Benjamin. "The Roles of Religious Coping, World Assumptions, and Personal Growth in College Student Bereavement." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2059.

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The field of bereavement research is currently lacking empirical studies examining grief in adolescent and young adult populations. Furthermore, the roles of religion (Hays, & Hendrix, 2008), meaning-making (Park, 2005) and post-bereavement personal growth (Davis, 2008), all of which are critical to understanding the loss experiences of people in these age groups (Balk, & Corr, 1996), have yet to be enumerated in a reliable way in the literature. Stroebe (2004) has emphasized the need to improve methods and measurement tools by including more thorough measures of religious coping and bereavement experience. The current study aimed to clarify the process of meaning-making following the loss of a loved one by testing a mediational model in which the use of positive religious coping methods influence the maintenance or development of adaptive core beliefs, which in turn produce favorable outcomes. Data were collected in a survey format from 222 college students, and analyzed using structural equation modeling to test the data against Baron and Kenny’s (1986) criteria for mediation. The data do not support a mediational model of meaning-making for the current sample, but an acceptable model of the effects of world assumptions on outcome variables was developed. The data suggest that while all core beliefs are important to the process of personal growth following a loss, beliefs regarding self-worth are the strongest predictors of positive outcomes and stronger beliefs in the randomness of events are problematic.

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33

Webb, Tony. "Towards a mature shame culture : theoretical and practical tools for personal and social growth." Thesis, View thesis, 2003. http://handle.uws.edu.au:8081/1959.7/676.

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Towards a mature shame culture seeks to identify new tools for social change through a deeper understanding of the social psychology of shame and guilt. The study takes as its starting point a suggestion by Richard Hauser and Hephzibah Menhuin-Hauser that many personal and social crises can be interpreted through the lens of a late 20th Century transition from a guilt culture to an 'infantile' shame culture. Implicit in this is the need to develop more socially mature forms.This idea is placed in the context of praxis for personal/social growth drawing on previously unpublished material from the Hauser's archive. The study then explores a theoretical framework for understanding the social psychology of emotions in general, and shame in particular. It draws on affect psychology, micro-sociology and social attachment theory. Shame is located primarily as a social emotion, with a normative function of monitoring social bonds between people - rather than, as it is usually framed, as a 'self-conscious', 'negative' and 'pathological'emotion. This reframing of the experience highlights the 'salutogenic' function of shame in building and strengthening relationships. In this frame much of what is commonly thought of as 'shame' can be seen to be the result of unacknowledged shame, where other emotions are bound to the sense of shame and carried as 'toxic' memories of unresolved shame experiences. This pattern of unresolved shame can be seen at the root of the personal and social pathologies of violence and alienation.The study charts how attempts to communicate this salutogenic perspective on shame led to an experiential education workshop Working with shame. It draws on the experience of participants in this workshop in a variety of settings (including anger management programs, workshops at men's gatherings, and community professional development training, and other group work). Interview data is used to illustrate how the masking of the physiological expression of shame, principally with anger and/or fear, interrupts the affective/emotional signals between people that would normally result in empathic responses an salutogenic outcomes. Finally, the study explores how this perspective on shame might inform social crisis-intervention programs at community level; and how it might be applied to the larger, and longer-term challenge of bringing about cultural change. It suggests key features that mark the transition from 'infantile' to 'juvenile' forms of shame and some of the factors limiting further growth towards shame-maturity.

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Webb, Tony. "Towards a mature shame culture theoretical and practical tools for personal and social growth /." View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20040330.103805/index.html.

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35

Wong, Man Wai. "The personal growth education curriculum in Hong Kong primary schools : some case studies of development." Thesis, University of East Anglia, 2010. https://ueaeprints.uea.ac.uk/19917/.

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36

April, Lynne Celeste. "A teacher's story of personal and professional growth and development through the use of reflection." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53305.

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Thesis (MEdPsych)--Stellenbosch University, 2003.
ENGLISH ABSTRACT: The research question I wondered about was whether becoming a reflective practitioner/teacher could contribute to a sense of empowerment and greater effectiveness in practice. I am telling my own story in this study and have chosen to do this through the use of a variant of Life History Research called Narrative Inquiry. This is a qualitative approach to research and makes use of narratives. Field texts (journal entries, family stories, teacher stories) were produced through conversations, observation and journal writing. These field texts were then presented in narrative form. Analysis of the field texts, as well as the story was done throughout the research process. I used conceptual tools developed within Narrative Inquiry to analyse the narrated data in order to foreground the two main areas namely personal and professional growth. Based on this study of my personal experience of the use of reflection, it would seem that becoming a reflective practitioner could indeed contribute to a sense of empowerment and more effective classroom practice by supporting personal and professional growth and development.
AFRIKAANSE OPSOMMING: Die navorsingsprobleem waaroor ek wonder is of die gebruik van refleksie as reflektiewe praktisyn kan bydra tot 'n gevoel van bemagtiging en groter effektiwiteit binne die klaskamer. Aangesien ek my eie storie in hierdie studie wou vertel het ek besluit om gebruik te maak van 'n variant van lewensgeskiedenisnavorsing naamlik 'Narrative Inquiry'. 'Narrative Inquiry' is 'n kwalitatiewe benadering tot navorsing en maak gebruik van stories. Narratiewe data (dagboekinskrywings, familieen onderwyserstories) is geproduseer uit gesprekke, waarneming en die skryf van 'n dagboek en is in die vorm van 'n storie vertel. Analise van narratiewe data vind plaas regdeur die navorsingsproses. In die analise van die narratiewe data is gebruik gemaak van konseptueie terme wat binne 'Narrative Inquriry' ontwikkel is om die professionele en persoonlike ontwikkeling uit te lig. Uit hierdie studie van persoonlike ervaring van die gebruik van refleksie as 'n reflektiewe praktisyn wil dit blyk dat die gebruik van refleksie wel kan bydra tot gevoelens van bemagtiging en groter effektiwiteit binne die praktyk, aangesien dit professionele en persoonlike groei en ontwikkeling ondersteun.

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37

Cho, Sujung. "A Multi-Level Model of Personal Victimization Among South Korean Youths." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1439562384.

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38

Nichols, Ruth I. "Career advancement, career enhancement, and personal growth of Pepperdine University's Educational Leadership Academy graduate program alumni." PEPPERDINE UNIVERSITY, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3499353.

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39

Ellis, Kathleen. "Training counseling students to use appropriate self-disclosure in the personal growth group : an historical thesis /." View abstract, 2000. http://library.ctstateu.edu/ccsu%5Ftheses/1584.html.

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Thesis (M.S.)--Central Connecticut State University, 2000.
Thesis advisor: Judith Rosenberg. " ... in partial fulfillment of the requirements for the degree of Master of Science in Rehabilitation Counseling." Includes bibliographical references (leaves 44-47).

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40

Constantine, Frances E. "Adjusting personal expectations: An analysis of early-career teacher narratives." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/108052/1/Frances_Constantine_Thesis.pdf.

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This narrative inquiry of four early-career teachers examines their changing expectations of themselves as teachers as they shape their professional identities. Drawing upon Clarke and Hollingsworth's Interconnected Model of Teacher Professional Growth (2002), the analysis highlights the essential role that feedback and supportive collegial relationships play in the shift from idealism to a more practical approach to teaching. Recommendations are made for teacher education and induction programs to prepare teachers to critically examine the validity of their explicit and implicit assumptions, beliefs and expectations about themselves as teachers in the early-career years.

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41

Womphrey, Merry Joanna Ruth. "The development of a scale for the measurement of personal growth following the onset of chronic illness." Thesis, University of Leeds, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421327.

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42

Grellier, Brett Paul. "The representation of the concept of personal growth by counselling psychologists : a longitudinal Foucauldin discourse analytic study." Thesis, London Metropolitan University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.516532.

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This piece of research investigated representations of the concept of 'Personal Growth'through the discourses that emanated from the talk of three Counselling Psychologists as they moved from their final year of study into chartered status. Previous research in this area has highlighted the confusion between the terms 'Personal Growth' and 'Personal Development' (e.g. Irving and Williams, 1999; Donati and Wafts, 2005). The research and literature looking purely at the 'Personal Growth' dimension is limited to a humanistic framework and in particular Carl Rogers' conceptions of self-actualisation emanating from his person centred approach (Rogers, 1957; Gillon, 2007). In this research a novel longitudinal methodology was applied to Foucauldian Discourse Analysis, with participants taking part in semi-structured interviews at three time points over a one-year period. Eight discourses were identified, four of which related to traditional conceptions of personal growth: Rogerian, Psychodynamic, Cognitive-Developmental and Self- Reflection/Self-Knowledge and four of which were identified as subjugated discourses of personal growth: Postmodern, Discipline, Institutions and Entitlement discourses. The emergence of the subjugated discourses provides an alternative view, which represents 'personal growth' as being relational, contextual and historical, with traditional discourses being implicated in the oppression of already marginalised groups in society. The implications for the training and practice of Counselling Psychologists in terms of the 'personal growth' element are considered.

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43

Jenkins, Randall Thomas. "Applying an understanding of reformed spirituality in the lives of PCUSA members to gauge personal spiritual growth." Online full text .pdf document, available to Fuller patrons only, 2004. http://www.tren.com.

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44

Manning, Nancy Denise. "Weaving stories around the old fire: Using heuristic inquiry as a path to personal and professional growth." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3295.

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The author of this thesis uses her own personal experience of the Old Fire that took place in the fall of 2003 in San Bernardino County to teach children ecological concepts, especially fire ecology using an art oriented methodology. Thus, heArts for the Forest was born incorporating ash from the burned forest into pottery and other art pieces to sell and raise money for reforestation efforts in the San Bernardino mountains.

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45

Ross, Mario Joachim. "Fuel: Collected Memoir Essays." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/1381.

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Drawing on themes of relationship, addiction, loss and love, this collection explores, through a series of nonfiction memoir essays, the author's movement toward a mature masculinity. He offers this series of works with hopes that others, too may find some measure of insight, acceptance, and not least of all, humor in the puzzles, contradictions, and small glimpses of light afforded by the gift of being human.

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46

Spannaus, Alexandra T. "An Educator's Journey Of Finding Post-Traumatic Growth After Intimate Partner Violence Through Scholarly Personal Narrative Writing: Implications For Survivors, Advocates, And Educators." ScholarWorks @ UVM, 2019. https://scholarworks.uvm.edu/graddis/1017.

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In this thesis, I share my personal story of finding healing—post-traumatic growth—after experiencing intimate partner violence seven years ago. Written in Scholarly Personal Narrative format, I dig into my own past, draw upon research and scholarship to better understand and make meaning of and from my experiences, and finally, make connections with other survivors, advocates, and educators through my narrative. I discuss how survivors of intimate partner violence can move closer to healing; provide practical tips on how individuals and educators can support survivors and better understand the complexities of abusive relationships; and explain how educators can use writing, specifically the Scholarly Personal Narrative format, as an avenue for healing and growth for their students in a classroom setting. My thesis is an example of how, when given the opportunity, educators can encourage students to experience post-traumatic growth within the American University.

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47

Leith, Jaclyn E. "Personal Loss in Well Siblings of Adults with Serious Mental Illness: Implications for Caregiving, Growth, and Sibling Needs." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1308104801.

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48

Turner-Halliday, Fiona. "Experiences of freedom and personal growth in a community arts group for mental health : an Interpretative Phenomenological Analysis." Thesis, Queen Margaret University, 2013. https://eresearch.qmu.ac.uk/handle/20.500.12289/7716.

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Background: The relationship between art and mental health has evolved from a main focus on art therapy to include community arts approaches with wider and more socially-based links to health. The proliferation of community arts approaches across the UK is not met, however, with a research focus that provides insight into the mechanisms by which the activity might contribute to improving mental health. Aims: The aim of this study is to qualitatively explore the meaning of taking part in community arts for those with mental health problems and to learn about the process and ethos of group experience that was interpreted to form a necessary foundation for mental health benefit. Methods: The community arts experience of six art group members was explored through semi-structured interviews (four of whom participated in a second round of interviews). Data was analysed using Interpretative Phenomenological Analysis (IPA). Findings: Community arts for mental health, in this particular study, span multiple aspects of participants’ life contexts that were found to fall into two main aspects of meaning; that is, a sense of freedom from expectation and a trajectory of personal growth. When taken together, these two superordinate themes further represent the meaning of art group experience as a process whereby the art group culture can allow, and facilitate, positive change and long-term development. Conclusions: The investigation of benefit and outcome in relation to community arts for mental health can only go so far in providing insight into the journey of participatory experience. Instead, this study’s exploration of the meanings of art engagement within a group context goes beyond description of benefit to suggest a complex process whereby the ‘ingredients’ of the art group culture is pivotal to the role of community arts in improving the lives of those experiencing mental health problems. The journey of growth that was experienced by participants evokes important and complex questions for community arts in relation to public health goals, therapeutic approaches to improve mental health and concepts within mental health arenas, such as the nature of ‘recovery.’ Furthermore the study suggests a pivotal role for health psychology in sparking a collaborative dialogue about the learning that can be gained from community arts approaches, as well as in facilitating community arts in designing approaches to working with mental health groups that are based on the insightful reflections of those who engage in them.

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Bebee, Roy L. "CREDO and the personal growth retreat a viable form of pastoral care and outreach in the United States Navy /." Theological Research Exchange Network (TREN) Access this title online, 1996. http://www.tren.com/search.cfm?p068-0059.

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50

Brooks, Carolyn Ward. "The prison chaplain as a facilitator in assisting incarcerated women with their spiritual formation, personal growth, and institutional compatibility." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2000. http://digitalcommons.auctr.edu/dissertations/AAIDP14666.

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The purpose of this project was to empower the incarcerated women at the Jefferson Correctional Institution in Monticello, Florida, through the use of a faith-based program, 'Empowered to Endure Hardship.' The project consisted of sixteen (16) consecutive weeks of group participation, involving 75 women who were divided into two groups. Group A, the target group, consisted of 45 women who completed the questionnaires and participated in all of the group sessions and activities. Group B, the control group, consisted of 30 women who only completed the questionnaires. The sessions in which the target group participated included video and audio preaching tapes, live preaching, group interaction and discussions, prayer and a short devotional period at each session. All of the sermons contained one common thread: How to overcome or endure hardships in life. Practical examples were given for endurance and overcoming techniques were demonstrated. The overall hypothesis was as a result of Group A's participation in an organized structured group, the participants would receive fewer disciplinary reports, corrective counseling reports, and confinement visitations than those in Group B. While this goal was attained by Group A, there was not enough significant difference in Group B to merit any real attention. This does not mean the project was a failure. For in the ensuing weeks after the project was completed, the members of Group B continued to ask that another group be formed in which they could participate to receive the same empowerment that Group A had received. This model of ministry for the women at Jefferson Correctional Institution is ongoing and allows for additional components of ministry as future needs arise.

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