Dissertations / Theses: 'Child development Grounded theory'

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Rinks, Sharon E. "Preschool therapeutic playgroup process a grounded theory analysis /." View full text, 2005.

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Frank, Molly S. "A Grounded Theory Analysis of Teachers' Perceptions of No Child Left Behind and Partnership Strategies with Youth Development Organizations." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391586454.

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Ermann, Katja. "Mothering the Aggressive Child." Antioch University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1554293326210054.

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Shadik, Jennifer. "Fathering and Child Maltreatment: A Grounded Theory Study." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3494.

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Literature related to fathers and child physical abuse and neglect is lacking (Guterman & Lee, 2005; Lee, Bellamy, & Guterman, 2009). The purpose of this study was to better understand several pertinent aspects of fathering related to maltreatment. Three research questions were examined: 1.What are the attitudes, behaviors and contexts of fathers who have abused or neglected a child that relate to maltreatment? 2. What are the resources and capacities of these fathers which could be capitalized on? 3. How does goodness-of-fit or a poor fit between the father and child impact the parenting relationships of these fathers? Fifteen fathers in a parenting program for parents who are at high risk or who have abused or neglected a child participated in the study. In order to answer these questions, a traditional grounded theory methodology was used. Data analysis consisted of thematic analysis and constant comparative analysis. Based on data collected, a substantive theory entitled Fathering in a Context of Challenge and Complexity was developed. Results suggest that these fathers experience many challenges, but also have important strengths. Becoming a father was an important turning point for many of the fathers in this study. Fathers’ relationships with his children’s mothers, the need for social support, and the theme of change were all relevant. Implications for practice, policy, and research are discussed.

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Kettle, Martin. "A balancing act : a grounded theory of child protection social work." Thesis, Glasgow Caledonian University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.601632.

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The contribution of social workers to the protection of children is of vital importance, and yet their perspective remains under-researched. The purpose of this study was to enter the world of the social worker working in child protection, wondering how they engage in the processes of child protection work, what their concerns are and bow they act to resolve them. The objectives for this research were as follows: • An exploration of the perspectives of social workers working in child protection. • Development of specific recommendations for practice in the organisation and beyond, and for future research The study adopted a constructivist grounded theory methodology informed by a symbolic interactionist theoretical framework. Data was gathered from 22 in- depth interviews with social workers working in child protection, with saturation being achieved of the core category of balancing. Using the constant comparison method, the concerns of participants were identified as coalescing around the core category of balancing. That category was identified as having five dimensions, namely: balancing the interests of children and adults; balancing getting too close to families and not getting close enough: balancing the past, present and future; getting the balance right between investigation and relationship; and balancing the use of power over families with using power together with families. Two further important categories were identified, namely interprofessional transactions and the mechanism of the tipping point. This thesis has demonstrated the complexity of the task for child protection social workers, and has shown that social workers need to maintain all the different aspects of balancing concurrently, as the consequences of failing to maintain those balances may, in some circumstances, be poor outcomes for children and young people. The implications for practice, management and education are explored, with the emphasis being on seeking a more nuanced exploration of this complex area.

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Li, Yifei. "A Grounded Theory of Chinese College Students' Self-Authorship Development." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu15555034262482.

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Neill, Sarah. "Family management of acute childhood illness at home : a grounded theory study." Thesis, King's College London (University of London), 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.684865.

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Trotman, Jemmott Ena. "A grounded theory to understanding police officers' and child care officers' responses to child sexual abuse in Barbados." Thesis, University of Huddersfield, 2012. http://eprints.hud.ac.uk/id/eprint/17503/.

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The complexities inherent in managing child sexual abuse stem from the intersection of micro factors (e.g., personal values, histories of learning and trauma in some cases), exo level factors (such as agency mandates and professional codes) and macro factors (e.g., socio-economic and societal attitudes). Professionals in Barbados who deal with gender-based violence (including sexual exploitation) have a key role to play in addressing this problem. The ways in which they respond, through their criminal investigations, child protection assessments and interventions, are critical in assisting with the amelioration of the effects of CSA and reducing its prevalence. This study furthers our understanding and expands knowledge on the subject by examining professional behaviours in responding to child sexual abuse. Factors such as professional identity and codes of ethics, together with institutional regulations and cultural mores, determine how professionals are likely to respond. A grounded theory approach was employed, in an interpretative constructionist manner, to explore the responses of twenty one (21) participants, comprising ten police officers, eight child care officers and focus group members comprising three new participants and four others previously interviewed individually. Two theoretical paradigms were employed as conceptual lenses to assist data exploration and analysis of emerged meanings. These were the socio-cultural theory of ‘community of practice’, and the feminist perspective, which helped to inform how gender and power might impact on responses. Sitting alongside these approaches is the ecological systems theory, which I have used to ensure that the problem (child sexual abuse) has been located within its wider socio-cultural context. The grounded theory to emerge from the study is that professional responses to CSA result in, and from, multisystem actions within hierarchies of power and status, which validate particular narratives of abuse and minimise others. Professionals are embedded within these systems and, therefore, often find it difficult to respond to CSA in ways that address root causes and provide justice to its victims. The study highlights the need for the training of police officers and social workers to facilitate a greater level of reflection on issues such as power and gender inequality, and to create opportunities for collaborative practice.

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Henwood, Suzanne M. "Continuing professional development in diagnostic radiography : a grounded theory study." Thesis, London South Bank University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288095.

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Kinsey, Lee. "Sexual Identity Development: Findings From an Exploratory Grounded Theory Study." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804926/.

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Counselors and other mental health professionals lack training on healthy sexuality and sexual identity development (SID). To begin to construct a comprehensive model of SID that can be used in counseling and counselor education, I conducted an exploratory study utilizing a grounded theory approach to collect and analyze SID stories from a purposive sample of eight adults from the Dallas-Fort Worth, Texas area: four male and four female; seven White Caucasian-American and one Asian American; and self-identified as two gay, one lesbian, three heterosexual, and two sexually fluid. Participants elucidated a process model of the sexual-self that incorporated biological, psychological, social, cultural, and spiritual factors. Emergent themes included discovering, distinguishing, placing boundaries around, differentiating, and integrating the sexual-self. This preliminary model advanced a more holistic understanding of SID that counselors and other mental health professionals, educators, and researchers may find useful within their respective disciplines.

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Mager, Brenda Leah. "Family day care and the centrality of child care, a modified grounded theory approach." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq23403.pdf.

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Tidwell, Tamera Lynn Roe. "Caring Less? Teacher Experiences and No Child Left Behind Legislation| A Grounded Theory Study." Thesis, Northcentral University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3642601.

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Since No Child Left Behind legislation was enacted, accountability features intended to assure that all students receive quality education have influenced teachers' perceptions and actions in the classroom leading many to leave the profession. The problem is that high teacher attrition rates plague education. The intent of this research was to explore and discover teachers' experiences with NCLB, including how they made sense of their experiences, and how it affected their patterns of behaviors and decision making. Fifteen instructors of grades three through five in Texas participated in interviews and responded to a grand tour question. Utilizing classical grounded theory methodology, the core variable, Caring Less, emerged from the data. Initial stages began with conditions and consequences that were present in participants' experiences in the substantive area of teachers working with NCLB legislation, forming the framework for the theory. The theory, Caring Less, accounted for the greatest variation in participants' behavior explaining how educators resolved their main concerns. It established four main categories: conforming to the mandate, obeying authority, being in relationship, and wanting out. Overwhelmed and overloaded educators de-prioritized critical portions of their work, caring less about components of their employment that affect students. The high level of stress associated with the pressures of testing and accountability seriously impacted their role as educators and contributed to teacher demoralization and instructor attrition. Conclusions include the necessity for pre-service training at the university level to include instruction and practical experiences with co-teaching, new teacher induction and mentoring, and training for social and emotional competence. For veteran instructors, districts' likelihood of retaining teachers is greater if choices in voluntary staff development are offered, training in social emotional competence is available, and teacherpreneural opportunities are supported by school administration. For school districts, campus studies of burnout and modifying hiring practices to measure grit as part of the hiring process may improve teacher retention. Recommended for future research is administrative leadership due to its effect on campus culture. In this study, effective school leadership was the most significant factor in determining how educators perceived their ability to navigate their employment under NCLB.

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Fye, Marissa A. "UNDERSTANDING HOW COUPLES MAINTAIN MONOGAMY:THE DEVELOPMENT OF A THEORY OF PROTECTIVE FACTORSUSING GROUNDED THEORY." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1521372030824353.

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Bartlett, Dean T. "The development of a new theory of microstress." Thesis, University of Southampton, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243927.

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Chamodraka, Martha. "Hope development in psychotherapy: a grounded theory analysis of client experiences." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32588.

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Client hope has long been considered one of the most potent common factors accounting for positive psychotherapy outcomes. Research on the relationship of hope to successful outcome has produced promising results indicating the need to discover the processes and conditions under which hope flourishes during therapy. The present study examined the trajectory of hope development in psychotherapy based on in-depth, semi-structured interviews with 17 counselling clients presenting at a university counselling center with various concerns. Clients completed a measure of state hope before the first and after every session, and were interviewed once their responses indicated significantly higher levels of hope. Client narratives were analyzed using grounded theory methodology. Findings were synthesized into a dynamic and multifaceted theory, the Hope as Empowerment Theory (HET), which adopts an integrative view of hope as both cognitive and affective, and conceptualizes increased client hopefulness as a higher sense of control over the problem and as an increased sense of direction toward positive change. The compatibility of client preferences with therapist input was observed to raise clients' faith in the process of counselling, which was in some cases the stepping-stone for gaining hope in the outcome. A number of conditions, including the adaptability of client role preferences and the directiveness of hope-inspiring therapeutic strategies, were found to produce different types and varying degrees of strength of client hope. Findings are discussed in terms of the need for therapists to inquire about and consider client wishes and expectations, as well as to promote client
L'espoir du client est depuis longtemps considéré comme l'un des facteurs couramment observé ayant le plus d'impact sur les résultats positifs en psychothérapie. La recherche sur la relation entre l'espoir et l'issue favorable de la thérapie a produit des résultats prometteurs indiquant le besoin de mieux comprendre les processus et les conditions selon lesquels l'espoir peut se développer pendant la thérapie. La présente étude a examiné la trajectoire du développement de l'espoir en fonction d'entrevues approfondies et semi-structurées auprès de 17 clients demandant une consultation relativement à diverses préoccupations dans un centre de counselling universitaire. Les clients ont complété une évaluation de leur degré d'espoir avant le premier et après chaque entretien, puis ont été interviewés lorsque leurs réponses indiquaient un niveau d'espoir significativement plus élevé. Le récit des clients a été analysé selon la méthode de théorie ancrée. Une synthèse des résultats fut effectuée de façon à produire une théorie dynamique à multiples facettes, la théorie de l'espoir redonnant le pouvoir (Hope as Empowerment Theory - HET), qui propose une vision intégrative de l'espoir comme étant à la fois cognitive et affective et conceptualise l'espoir accru en un plus grand contrôle du client sur le problème ainsi qu'une mise en direction vers le changement positif. La compatibilité des préférences du client avec les interventions du thérapeute fut observée comme augmentant la confiance du client dans le processus de « counselling », et dans certains cas fut le tremplin menant à la manifestation de l'espoir envers le ré

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Clarke, Maureen. "A grounded theory approach to Standards of Leadership competency framework development." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape2/PQDD_0019/MQ54550.pdf.

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McElhinney, Rowena. "Professional identity development : a grounded theory study of clinical psychology trainees." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/3299.

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This is a constructivist grounded theory study of the impact of the clinical psychology flexible training scheme on the development of professional identity. Professional identity development involves the acquisition of new role behaviours and new views of the self. Research into professional identity development amongst clinical psychology trainees is scarce. Studies involving clinical psychology trainees have mainly focused on their psychological adaptation to the challenges of training. A longitudinal study of the 2003 cohort of the University of Edinburgh Clinical Psychology Training Programme was conducted to identify factors that facilitate and impede professional identity development. A combination of focus groups and individual interviews were used to explore flexible trainees’ experiences during their 4th and 5th years of training and the experiences of 4-year flexible and 3-year trainees in their first-year post-qualification. All interviews were transcribed and coded line-by-line in order to facilitate the development of analytic categories. Six main categories were identified: Perceived Competence, Formal Status, Comparisons of Self with Others, Expectations of Others, Role Conflict and Role Ambiguity. The results suggest that professional identity development involves attaining equilibrium between the formal status of the role and the individual’s perceived competence in that role. Role conflict, role ambiguity, comparisons of self with others and the expectations of others can all create a sense of disequilibrium and impede the individual’s ability to identify with the professional role. It would appear that flexible trainees are better able to identify with the professional role on qualification as they have greater opportunities to develop a sense of competence during their training in comparison with their 3-year peers. However, they also appear to experience greater conflict and ambiguity in their roles as flexible trainees, which has implications for their identity development during training.

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Atkins, Lucy. "Exploring teachers' professional development and digital literacy : a grounded theory study." Thesis, De Montfort University, 2018. http://hdl.handle.net/2086/17158.

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Many aspects of living and working now involve the use of technology and this trend will continue to grow. Over 93 per cent of jobs in the UK now require at least basic digital skills. Outside of work, many aspects of day to day life are also mediated by technology; from banking and shopping to socialising. In this increasingly digital society, an individual requires the knowledge and understanding to make use of technology to suit their own unique needs. One response to this was the inclusion of digital literacy as part of the National Curriculum, viewed as a key foundation skill equivalent to traditional literacy and numeracy. But in order for teachers to help students develop their digital literacy they need support too. This became particularly important in relation to educational technology when in 2012 the UK's primary organisation for supporting the professional development of teachers with technology was abolished. This thesis has taken a constructivist grounded theory approach to investigating how current professional development strategies support teachers’ digital literacy continuing professional development (DL CPD). Focus groups, interviews and observations collected the experiences and opinions of in-service teachers, creating a theory that has been developed by prioritising teacher voice. The emerging theory suggests that within a climate of increasing accountability and performativity, teachers do not have the luxury of time and support to effectively engage with DL CPD. Due to restrictions on their available time and resources teachers must be discerning about the CPD with which they engage to ensure that they meet statutory requirements and school priorities. In particular four spheres of concern were identified that hold significant influence over a teacher’s decision to engage with DL CPD: professional, personal, environmental and cultural. These spheres were synthesised with existing theory to create the Teachers’ Digital Engagement Framework, a tool which can be used to both explore an existing DL CPD programme and support the design of future DL CPD programmes. The Teachers’ Digital Engagement Framework was applied to the data collected in order to formulate recommendations for teachers, schools, educational research and Government policy.

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Castro, Francisco Enrique Vi G. "Development of a Data-Grounded Theory of Program Design in HTDP." Digital WPI, 2020. https://digitalcommons.wpi.edu/etd-dissertations/595.

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Studies assessing novice programming proficiency have often found that many students coming out of introductory-level programming courses still struggle with programming. To address this, some researchers have attempted to find and develop ways to better help students succeed in learning to program. This dissertation research contributes to this area by studying the programming processes of students trained through a specific program design curriculum, How to Design Programs (HTDP). HTDP is an introductory-level curriculum for teaching program design that teaches a unique systematic process called the design recipe that leverages the structure of input data to design programs. The design recipe explicitly scaffolds learners through the program design process by asking students to produce intermediate artifacts that represent a given problem in different ways up to a program solution to the problem. Although HTDP is used in several higher-education institutions and some K-12 programs, how HTDP-trained students design programs towards problems, particularly ones with multiple task-components, has not been thoroughly studied. The overarching goal of this dissertation is to gain an understanding and insight into how students use the techniques put forth by the design recipe towards designing solutions for programming problems. I conducted a series of exploratory user studies with HTDP-trained student cohorts from HTDP course instances across two different universities to collect and analyze students’ programming process data in situ. I synthesized findings from each study towards an overall conceptual framework, which serves as a data-grounded theory that captures several facets of HTDP-trained students’ program design process. The main contribution of this work is this theory, which describes: (1) the program design-related skills that students used and the levels of complexity at which they applied these skills, (2) how students’ use of design skills evolve during a course, (3) the interactions between program design skills and course contexts that influenced how students applied their skills, and (4) the programming process patterns by which students approached the programming problems we gave and how these approaches relate towards students’ success with the problems. Using insights from the theory, I describe recommendations toward pedagogical practices for teaching HTDP-based courses, as well as broader reflections towards teaching introductory CS.

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Shalka, Tricia Rosalind. "A Grounded Theory of How Trauma Affects College Student Identity Development." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460933008.

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McArthur, L. "Journeys to recovery : clinicians' conceptualisations of recovery in child sexual abuse : a grounded theory study." Thesis, University of Edinburgh, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.657511.

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The experience of child sexual abuse has been associated with emotional and behavioural problems in childhood and mental health problems in later life (Kendall-Tackett et al, 1993). Clinicians may be required to have awareness of multiple theoretical models and approaches to provide the highly individualised interventions required. However, the impact of this upon clinicians has rarely been considered. This study explored clinicians’ conceptualisations of recovery in child sexual abuse and the effect of these upon clinical practice. In-depth interviews were carried out with twelve clinicians working within three child sexual abuse teams and were analysed using a Grounded Theory methodology (Strauss & Corbin, 1998). Through analysis of the interview material two core categories emerged. The first related to the conceptualisation of recovery as an ongoing, individualised, developmental journey. Four distinct phases of this process emerged within this category, including building safety and trust, integration and meaning making, finding worth in the self and others and re-engaging with the world. The second core category related to the factors which influenced clinicians’ conceptualisations. These were concerns about stigma and power, developmental orientation, personal experiences or ethos, therapeutic orientation and systemic influences. Results highlighted considerable concerns about stigma amongst clinicians. These appeared to relate to the unique developmental sensitivity experienced by child and adolescent workers. The complexity of conceptualising recovery processes within childhood was explored and the need for unifying, developmentally sensitive theoretical models and guidelines highlighted.

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Dennison, Elinor Louise. "Father's engagement with child clinical psychologists : a grounded theory study of client and provider perspective." Thesis, University of Leeds, 2003. http://etheses.whiterose.ac.uk/248/.

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OBJECTIVES The objective of this study was to explore the factors that are perceived to influence fathers' decisions of whether to attend an initial appointment with a Child Clinical Psychologist when their child is referred. DESIGN The research explores the perspectives of fathers who are potential service users (n=5), and also those of the service providers: Clinical Psychologists working with children and their families (n=9). A mixture of focus group and individual interview procedures were used to collect data. All interviews were audio recorded and subsequently transcribed. The research employs the method of Grounded Theory to analyse the data. This involved developing codes, categories, and themes from the data and linking them together to form a conceptual understanding of the participants' accounts. RESULTS The participating fathers and psychologists gave very similar accounts, often using the same language and constructs to explain why fathers might or might not attend appointments. A theoretical model describing the key factors that are perceived to influence fathers' decisions is presented. Family involvement and commitment was described as a pivotal factor. Whilst it was suggested that uninvolved or uncommitted fathers would not even consider attendance, it was felt that more involved fathers would be affected by a host of other factors that would either inhibit or drive their motivation to attend. Fathers' perceptions of psychology services, sociocultural barriers to help-seeking, and organisational barriers to help-seeking were perceived to be particularly important. CONCLUSIONS Difficulties in engaging fathers in child psychology services appear to arise for a number of reasons. First, the engagement of fathers in therapeutic work might mirror their engagement with their family and child outside of the clinic setting. Second, attending child mental health appointments may be perceived by fathers to be at odds with their gender identity. Prevailing societal conceptualisations of masculinity suggest help-seeking, problem sharing, and emotional expression is not `manly' behaviour. Third, uncertainty about the role of Child Clinical Psychologists and what the appointment might entail, and negative or fearful expectations, may reduce fathers' willingness to engage. It is felt that services need to consider how they might promote father engagement. Improvements in terms of the information fathers receive when their child is referred, and efforts towards portraying a more `father-friendly' image, might help to encourage some fathers, particularly those who are already involved in childcare.

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Jayne, Kimberly M. "Congruence, Unconditional Positive Regard, and Empathic Understanding in Child-centered Play Therapy." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc500177/.

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The purpose of this study was to explore how the therapist-provided conditions of congruence, unconditional positive regard, and empathic understanding were experienced and conveyed in child-centered play therapy (CCPT). Although the therapist-provided conditions are considered essential to the therapeutic process in CCPT, a gap exists between child-centered theory and empirical exploration of the process and dynamics of these relational variables in CCPT. Due to the limited research in this area, a grounded theory approach was utilized to explore how the three variables emerge in CCPT. Participants included four advanced doctoral students, all Caucasian females with extensive training in CCPT, and 12 children ranging from 4 to 8 years of age receiving weekly, individual CCPT. One individual CCPT session was observed and video-recorded for each therapist-child dyad (n = 12). Following each observation, play therapists were interviewed regarding the observed play session (n = 12). During each interview, the researcher and therapist watched the recorded play session in its entirety and discussed noteworthy interactions between the child and therapist. The video-recorded play therapy sessions and therapist interviews were analyzed using a multiphasic, constant comparative method. Results of the analysis included a process-model of the therapist-provided conditions in CCPT, examples of play therapists’ internal experiences and external behaviors associated with the presence and absence of the therapist-provided conditions, and a model of the process play therapists utilize to respond to breaks and barriers to congruence, unconditional positive regard, empathic understanding, and unconditional positive self-regard in CCPT. Implications for clinical practice, training, supervision, and research are discussed.

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Şen, Alper Özcan A. Can. "Application Of Grounded Theory For Concept Analysis In New Product Development Processes/." [s.l.]: [s.n.], 2006. http://library.iyte.edu.tr/tezler/master/endustriurunleritasarimi/T000377.pdf.

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Newton, B. J. "The development of a grounded-theory of (dis)belief in chronic pain." Thesis, Birmingham City University, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.680190.

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BACKGROUND & AIMS Chronic pain has profound psycho-social consequences for the individual and those around them. Individuals encounter loss of function, poor emotional health and stigma. Associated with stigma is the experience of disbelief: when others do not accept the individual’s account of their pain as true. Whilst research alludes to the disbelief experience, there is a distinct lack of a coherent model that explains what happens. In this thesis I aimed to develop a tentative grounded-theory of disbelief. METHOD I utilised Strauss and Corbin’s (1998) approach to grounded-theory. Through a collaborating Pain Management department in the West Midlands, I recruited thirteen individuals experiencing chronic pain; nine were female and all were white British. Pain duration ranged from 3 to 73 years and participants had a variety of diagnoses. I recorded semi-structured interviews with participants. Data collection and analysis were iterative and followed theoretical sampling principles. FINDINGS In the (Dis)belief Model, I propose inaccessibility as the core concept. This refers to the private nature of pain that is inaccessible to others. I conceive of need drivers: motivating forces that seek to attain or protect something of value and avoid something not of value. The need drivers and the inaccessible character of pain drive the four process components in the model: pain expression, pain appraisal, belief expression and belief appraisal. Pain can be expressed or concealed. Individuals and others make sense of the pain and appraise its credibility. Those in pain encounter doubt, challenges, support, pain acknowledgement and professional (in)action. The appraisal of this behaviour as (dis)belief is affected by the individual’s underlying needs and is idiosyncratic. Finally, time and experience influence the (dis)belief phenomenon. CLINICAL IMPLICATIONS Based on the model, I propose six interactional approaches that might help clinicians communicate their belief in the patient’s pain. These are listening; being curious, unassuming and sensitive; mobilising resources; and managing expectations.

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Coleman, Maame. "A GROUNDED THEORY ANALYSIS OF BLACK AFRICAN INTERNATIONAL STUDENTS’ RACIAL IDENTITY DEVELOPMENT." OpenSIUC, 2021. https://opensiuc.lib.siu.edu/dissertations/1955.

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This study was designed to explore how Black African international students develop an understanding of their racial identity within the U.S. context. Although there has been considerable previous theoretical and empirical work examining the process of racial identity development (e.g. Cross, 1971; Sellers et al.1998), which has provided foundation for how we continue to understand how U.S. racial minorities develop their racial identities. However, there is a paucity of research on the racial identity development process of non-U.S. born Black people (Hocoy, 1999; Asante, 2012). Even less is known about the role that intersectionality of other identities plays in the racial identity development of non-U.S. Black groups. Thus, this study was intended to provide information about the racial identity development process within the U.S. context of Black African international students at Southern Illinois University Carbondale. Grounded Theory method was implemented in this study to analyze qualitative data from nine individual interviews. Findings highlight the complexity of navigating racial identity in a different cultural context. The final analysis revealed seven axial coding categories that comprised of 22 open-coding categories and subcategories. A Grounded Theory model emerged from the analysis, racial identity development as a flowing river, which depicts how participants developed their racial identity within the U.S. cultural context. These Black African international students’ racial identity development process was characterized by individual understanding of race, race-related incidents and events, constructivist nature of race, and impact of other group identities. At the center of the theoretical structure was the understanding of racial identity development as a journey, rather than a step-by-step process. Participants typically begun the process with the understanding of race within their home country context, and then gradually navigated how to adjust to the U.S. context of what it means to be Black. The process was like traveling down a flowing river, littered with rocks and ripples, and African identity served as a safe vessel in which to navigate the river’s flow. The study’s conclusions have implications for mental health providers in college counseling centers, international student office personnel, and researchers. Prior to providing services to Black African international students, stakeholders are encouraged to be mindful of the personal and cultural needs of individual students, as well as where they might be in their racial identity development journey.

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Woodman, Lesley Ann. "A grounded theory of conflict between child care counsellors and adolescents in a juvenile justice facility." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ48207.pdf.

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Yetman, Marion. "Becoming a mother in the NICU : a grounded theory study /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0031/MQ47492.pdf.

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Weaver, Shannon E. "A mothering but a mother role : a grounded theory study of the nonresidential stepmother role /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974698.

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Galt, Kathryn M. "Exploring the unconsciousness of process: toward a grounded theory for leadership in development." Master's thesis, University of Cape Town, 2006. http://hdl.handle.net/11427/3831.

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Galt, Kathryn M. "Exploring the unconscious of process : toward a grounded theory for leadership in development." Master's thesis, University of Cape Town, 2006. http://hdl.handle.net/11427/3831.

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Farrell, Cornelia A. "Experiences of First-Year Master's Degree Counseling Students: A Grounded Theory." Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1156276730.

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Bradley, Marie Agnes. "No man's land : making a map : the contribution of child psychotherapy to decision-making for Looked After Children in transition." Thesis, University of East London, 2014. http://repository.tavistockandportman.ac.uk/1606/.

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The research is a small-scale study of the potential benefits of Child Psychotherapy assessment of Looked After Children in transition, for the child and for the professional network caring for the child where the child psychotherapist-researcher is part of the network working together to plan for the child’s long-term future. The assessments aim to bring specific understanding of the child’s emotional state and emotional needs, of his perception of what has happened in his life and of the ways in which his development has been influenced by these external events and perceptions. The assessments also explore the potential for the work to help the child make sense of his history and of himself and the assessments aim to be a distinct and essential part of the overarching assessment process which informs preparation of the children and their prospective carers for permanent alternative placement. Four latency-aged children in transition were assessed in an inner-city community-based Child and Adolescent Mental Health Service by the clinician-researcher. using Standard child psychotherapy techniques were used with some adaptations of technique to address the children’s transitional status. The assessment framework included in-depth interviews with social workers and foster carers and information from schools. Process recordings of the assessment sessions are the primary data in this enquiry and these are analysed using an adapted version of Grounded Theory methodology. The depth and complexity of the children’s experiences and their internal worlds is strikingly revealed by the assessments, in new and compelling detail. All of the assessments were highly significant in shaping short and long-term provision for the children. The outcome of the study strongly supports the inclusion of child psychotherapy assessment as part of an integrated, multi-disciplinary assessment process for all children in transition. The method of assessment and of analysis of data transfers well to a range of Looked After Children in transition in the study as well as providing an effective basis from which to communicate clearly and effectively across interdisciplinary boundaries: making possible a more truly representative, responsive and integrated map for the future.

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McKenzie, Brenda L. "Leadership Identity Development in Traditional-aged Female Undergraduate College Students: A Grounded Theory." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1428585168.

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Richardson, Taryn Vinet. "Exploring influential experiences in counseling leadership: a grounded theory study." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6630.

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Mentorship and previous leadership experiences have been found to serve as factors that contributed to counseling professionals becoming leaders. Historical influences, life philosophy, identity, and resilience also shaped leaders and guided leadership practices. Critical incidents (e.g., difficulties or successes in organizational management or addressing ethical issues); however, are also significant experiences that are considered “a powerful source of counselor development.” To date, researchers have explored critical incidents in counseling graduate students’ training. However, there were no studies that have focused exclusively on the role of critical incident experiences of nationally appointed or elected counselor leaders. Thus, it was not necessarily clear how such incidents contribute to or impede the development of counselor leaders. Therefore, the aim of this grounded theory study was to qualitatively explore critical incidents using the Critical Incident Technique (CIT). The researcher conducted semi-structured interviews to explore experiences that have influenced the counselor leaders’ development, practices, and effectiveness. Findings from this study represent the experiences of fourteen national leaders in the counseling profession. The present study contributes to the growing literature on counseling leadership and counseling leadership development. Specifically, the Model of Counselor Leaders’ Development and Meaning Making of Significant Experiences (MCLD) seeks to explain counselor leaders’ experiences in leadership. The overall premise of this model is that the following five components are interconnected and ultimately lead to outcomes within the organization and with the leaders’ own growth and development: Personal Factors, Professional Factors, Culture and Climate of Organization, Leader’s Knowledge and Skills, and Decision-Making and Problem-Solving.

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Senik, Rosmila. "Understanding information technology skills development in undergraduate accounting programme : a grounded theory study." Thesis, University of Southampton, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444951.

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Bellefeuille, Joseph Harmon. "Discovering how firms align executive development with business strategy: a grounded theory study." Thesis, Boston University, 2004. https://hdl.handle.net/2144/33405.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
More and more frequently firms are finding it necessary to terminate chief executive officers (CEOs) due to poor organizational performance. This is happening despite the fact that executive development spending is increasing significantly during the same era. These simultaneous situations would suggest that there is a need for a theory to bring clarity and direction to the process of executive development while aligning it with firms' business strategies. A comprehensive review of the literature reveals that there are no well-understood theories that relate executive development strategy to business strategy. The lack of a theoretical foundation makes it necessary to derive the linkage between business strategy and executive development strategy empirically. This study was designed to determine how and to what extent the participating firms achieve alignment between executive development and business strategies. It is founded upon the premise that for a firm's success to be sustainable, its environment, its business strategies, its executive development strategies, and its executive development activities should all be aligned. This study provides both a theoretical and a practical analysis of the alignment between business strategy and executive development strategy. The theoretical analysis is grounded in a review of the twentieth-century history of organizational theory as well as the theories pertaining to business strategy and executive development strategy. The practical analysis was drawn from the experiences of senior-level managers employed by twenty-one commercial firms to design and guide executive development. This research utilized interviews of executive development specialists as the primary means of collecting data from the subject firms. The analysis revealed four key concepts: aligning executive development and business strategies, linking executive development to the business environment, integration of executive development with other corporate systems, and the utility of top-level executive support for executive development programs. The study resulted in a conceptual model of the focus firms' approaches to achieving alignment between executive development and business strategies. These findings imply opportunities for policy makers and practitioners as well as future researchers.
2031-01-01

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Westerberg, Sandra. "Public IT Governance for Digital Transformation : A grounded theory approach for model development." Thesis, Umeå universitet, Institutionen för informatik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-186696.

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Ross, Jennifer Elaine. "The development and support of teacher leaders in Ohio: A grounded theory study." Ashland University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1450643469.

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Gunning, Melanie Dawn. "A grounded theory exploration of social workers' permanency planning for looked after children in Scotland." Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/22879.

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Title 1) A grounded theory exploration of social workers’ permanency planning for looked after children in Scotland 2) Experience of childhood maltreatment and reflective function of parents: A systematic review of observational research findings Aims 1) Permanency planning refers to meeting the needs of a ‘looked after’ child by legally securing a permanent family. Delays in securing permanency are associated with adverse outcomes for children. Social workers are integral to this process and yet there is a paucity of research considering how workers make sense of this professional role. The current study aimed to develop an explanatory theory of social workers’ sense making in planning for permanency to identify issues and facilitate a discussion around the experiences and needs of this group. 2) The paper considers childhood experiences of maltreatment in relation to adult reflective function in parenting, a variable implicated in infant attachment security. A systematic review aimed to explore the current research literature examining the association between the experience of maltreatment in childhood and later reflective function in parenting. Methods 1) A qualitative grounded theory methodology (GTM) was used to analyse interviews with eight social workers who had a current permanency role (six female). 2) Following the development of a grounded theory via integration of the data with the theory of mentalization, a relevant systematic review was conducted. The current research literature was explored in relation to adults’ experiences of maltreatment in childhood and reflective function in parenting. 2 Results 1) Although participants described delays in relation to systemic pressures, as analysis of interviews unfolded theoretical sampling explored their experiences of losing and maintaining ‘focus’ on the child in permanency planning. The findings generated a theory positing that workers seek to keep a child’s ‘mentalized’ experience at the fore (to hold his ‘mind in mind’) and plan responsively to make permanency recommendations while negotiating the challenges of person-centred working within a multi-agency system. Workers were found to describe holding ‘mentalized’ interpretations of a child’s past, current, and future experiences during the processes integral to planning for permanency (assessment, early decisions, information gathering, interpretation, integration, and interaction with the wider system). Holding the child’s mind in mind also contributed to the ‘strength of evidence’ for permanency planning, and was, at the same time, vulnerable to the destabilizing effects of the emotional demands and system stressors perceived within the permanency role. Permanency planning and integration of evidence to make recommendations for permanency was responsive to the complexities of interpersonal working, hypothetical futures for the child, and to the potential impact of planning actions for future decision makers. 2) A systematic search of the literature identified seven datasets (of which nine papers) presenting analyses relating to measurement of childhood maltreatment and parents’ reflective function. Conclusions 1) The study theorised a psychological process related to holding ‘focus’ on the child in permanency and concluded with recommendations for permanency practice based on this preliminary model. These included prioritising a culture of professional empathy, training in and availability of protected reflective clinical supervision, post-adoption support for birth parents, and training in working with complex interpersonal behaviour to better facilitate effective permanency planning and improve outcomes for looked after children. 2) Although the identified studies indicated a lack of significant association between the factors, critical evaluation of conceptual, methodological and population issues indicated that the small number of reviewed studies were limited in their capacity to address the review question. After further data reduction according to study quality and separation of analyses according to conceptualisation of mentalization there remained two datasets reporting on CM and adult RF, and three reporting analyses of CM and parenting RF. Conceptual differences regarding mentalization and RF are considered in relation to emerging areas of research in this field.

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Frederiksen, Andrew. "The effects of parental control on decisions for Christ a study of new believers in contempoary [sic] Taiwan /." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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Austin, Katie. "The concept of recovery within child and adolescent mental health : is family recovery relevant? : a grounded theory approach." Thesis, University of Surrey, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.600021.

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The principles of Recovery have become prominent in shaping UK health care policy across the lifespan. However there has been little research conducted to determine Recovery's applicability to young people or their families. This study therefore aimed to explore whether a Recovery concept was relevant to the family's experience of childhood mental illness. Method A qualitative methodology was applied to the study. 11 participants took part in semi-structured interviews. A social constructionist position was adopted and Abbreviated Grounded Theory was used to analyse the transcripts. Results Four related categories were constructed from the data, including "Experiencing Distress". "Family Reactivity, "Gaining Control as Individuals" and "Adjusting the Status Quo". Individuals' search for containment and connection resonated as core processes across categories. Conclusions The constructed model was compared against the current literature on Recovery. Whilst the data did not support the notion of a collective Family Recovery, similarities with the Recovery literature supported an argument for the presence of a Family Member Recovery process. However, a direct transfer from the adult literature could not be supported in the data, with clear differences identified between the current conceptualisation and the themes within the adult Family Recovery literature. A critique of the study was considered and implications of the results for policy, practise and research development were discussed.

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McArthur, Lorna Shaw. "The unique, evolving journey of recovery : clinicians' perceptions of recovery in child sexual abuse : a grounded theory study." Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/29258.

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Aim: Research suggests that impact of childhood sexual abuse can be influenced by individual coping styles, attachment and environmental factors (Runtz & Schallow, 1997; Banyard, 2003). Consequently the nature of recovery amongst children and young people may vary considerably. Recent years have seen research focus on resilience and recovery. However, there remains debate as to definitions of recovery, efficacy of treatment interventions and validity of current theoretical models. As a result, research literature has yet to provide a unified developmental model of recovery following sexual abuse. This study therefore aimed to explore the meaning of recovery to clinicians currently working within child sexual abuse services. Method: In-depth interviews were carried out with twelve clinicians working within three child sexual abuse teams and were analysed using a constructivist Grounded Theory methodology (Charmaz, 2006). Results: Within this study clinicians perceived recovery from sexual abuse as a unique, evolving journey which was likely to continue across the lifespan. This journey involved returning to and moving through natural phases of growth and learning which had been interrupted or distorted through abusive experiences. Five distinct phases of recovery emerged; building safety and trust, integrating the experience, building familial relationships, finding self-worth and re-engaging with the world. Clinicians' described a uniquely developmentally sensitive view of recovery in which the significance of family relationships upon recovery was emphasised. Specific concerns around stigma and language use also emerged. Discussion: The findings from this study were discussed in the context of existing research literature in order that the implications for theory and clinical practice could be considered. A methodological critique was also provided.

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Edwards, Keith E. ""Putting my man face on" a grounded theory of college men's gender identity development /." College Park, Md. : University of Maryland, 2007. http://hdl.handle.net/1903/6862.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.
Thesis research directed by: Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Waltonen-Moore, Shelley. "A grounded theory of Online GROUP Development as seen in asynchronus threaded discussion boards." Akron, OH : University of Akron, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1185649473.

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Dissertation (Ph. D.)--University of Akron, Dept. of Curricular and Instructional Studies-Secondary Education, 2007.
"August, 2007." Title from electronic dissertation title page (viewed 04/29/2008) Advisor, Qetler Jensrud; Committee members, Evangeline Newton, Denise Stuart, Sandra Coyner, John Savery; Interim Department Chair, Bridgie Ford; Dean of the College, Patricia A. Nelson; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

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Treutler, Alexandra. "Management capacity development to support business growth : a grounded theory study in German SMEs." Thesis, University of Bradford, 2014. http://hdl.handle.net/10454/14161.

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Understanding how small and medium-sized enterprises (SMEs) support their growth strategies through the development of management capacity (MC) is of fundamental importance, particularly given the central role SMEs play in the economies of their respective countries, and the fact that there is a lack of research and useful theories in this specific field. The objective of this study is to develop a framework for MC development (MCD) in growth-oriented SMEs. This study builds on grounded theory by conducting 14 interviews with key informants: 12 founders/CEOs and 2 top managers of German SMEs (and former SMEs). Data analysis was performed by using the qualitative data analysis software ATLAS.ti. The major findings of the study are that, contrary to previous SME HR research, most companies in this study had formal processes for HR practices in place, and there was clear evidence of certain forms of strategic plans, the pursuit of strategic objectives and the taking of strategic decisions manifested itself. In addition, most participants considered their organisation to have an alignment between growth strategy and MCD strategy. However, implementing it into business practice was perceived as extremely challenging. This study thus contributes to the field of SHRM literature by showing how MC is instantiated in SMEs. Furthermore, there is, arguably, a valuable practical application of the research study as it provides growth-oriented SMEs with a clear and logical framework from which to develop MC pro-actively as a major facet of their growth strategy.

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Gait, Shelley. "Does the development of countertransference awareness influence the therapeutic relationship? : a grounded theory analysis." Thesis, University of the West of England, Bristol, 2017. http://eprints.uwe.ac.uk/30240/.

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The psychodynamic literature suggests that countertransference is an inevitable part of therapy and a significant feature of the client-therapist relationship. However, countertransference is also considered to be a 'double edged sword'; when it is reflected on by the therapist, it can offer valuable insights into the therapeutic relationship, but when it remains outside of awareness and therefore unmanaged, it can result in the therapist unwittingly acting out in the therapeutic relationship and responding in counter-therapeutic ways. While research into countertransference currently lags behind the voluminous theoretical literature on the construct, in recent times there has been a growing interest into countertransference management. While some key factors in this process have been identified, how awareness of countertransference develops has yet to be explored. The purpose of this research was twofold, to explore the development of countertransference awareness and how this may or may not influence the therapeutic relationship and to construct a grounded theory of the process. 15 qualified therapists were recruited and interviewed, either, face to face or via Skype, using a semi-structured interview. The grounded theory constructed from the data suggests that participants initially experienced countertransference as threatening and overwhelming. When the experience of overwhelm was contained in supervision and therapy, the work context and by their theoretical framework, participants could reflect on their countertransferential responses, make sense of their experience, which developed their self-awareness and other insights, to the benefit of the therapeutic relationship. Conversely, a lack of containment in these domains, resulted in participants acting out their countertransference and becoming either over or under available in the therapeutic relationship. Implications for practice, supervision and training are discussed, with recommendations for practice. In addition, avenues for further research are also explored.

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Hauser, Andrea M. "A Grounded Theory Study of the Self-Authorship Development of Art and Design Students." Bowling Green State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1626879883767632.

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Waltonen-Moore, Shelley L. "A Grounded Theory of Online GROUP Development as Seen in Asynchronous Threaded Discussion Boards." University of Akron / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=akron1185649473.

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Woodward, Marie-Therese. "The ethical dimension to the financial investment decision : the development and testing of a theoretical model." Thesis, University of the West of England, Bristol, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322495.

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Dissertations / Theses on the topic 'Child development Grounded theory'

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