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MacDonald, Grizelda Lucille. "Multiracial graduate students’ lived experiences." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/19197.
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Doctor of Philosophy<br>Special Education, Counseling and Student Affairs<br>Christy D. Craft<br>BeEtta L. Stoney<br>The United States of America’s demographic population has shifted vastly to include a “new” multiracial growing population. Multiracial individuals are those who self-identify as two or more races, which now reflects a very young population. Higher education institutions are noticing an influx of more and more multiracial individuals, and many institutions are grappling with how to recognize and to support this growing population. Specifically, higher education institutions need to understand how multiracial graduate students think about their own racial identities and how they navigate their graduate school experiences.
The purpose of this research was to gain a deeper understanding of multiracial graduate students’ lived experiences. There is an imperative to understand the daily experiences of multiracial graduate students to allow these students to retell the stories of their everyday lives in graduate school. The theoretical framework used to guide this study was critical race theory. Narrative inquiry methodology was the methodology chosen to focus on the unique voices and experiences of the participants in this study. Narrative analysis was employed to make meaning of the data retrieved from self-reflective writing samples and two semi-structured individual interviews with each of three participants. The findings from this research revealed the ever-present importance of racism and colorism and their impact on racial identity, the continued challenges of the campus climate experienced by multiracial students at a predominantly White institution (PWI), the impact and influence of religion at a PWI, and how multiracial students manage different types of relationships with peers and faculty. Implications for research and practice are provided as a result of the insights gleaned through this research about the lived experiences of three multiracial graduate students at one predominantly White higher education institution.
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Just-Bourgeois, Cortenia LaShea. "The Lived Experiences of Military Spouses Who Choose to Live Separately." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6726.
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This qualitative study was designed and conducted to hear the voices of military spouses who chose to live separately from the active duty spouse. The study also sought to identify potential risks due to the separation and protective factors that were used to positively cope with separation. Previous studies have examined risk factors for military spouses as a result of military induced separation such as deployment. However, no study has been conducted regarding separation by choice of the military spouse and active duty service member. The theory of resiliency provided an understanding of the presence of protective factors and resiliency. Data were collected from 8 military spouses, recruited through social media, using semistructured interviews, who provided details of their lived experience of voluntary separation. The study findings indicated that participants who were voluntarily separated from their active duty spouse were unhappy with the separation. All but 1 of the participants in the study experienced separation stressors such as being stressed, overwhelmed, lonely, and sad because to the separation. Negative psychological symptoms such as depression and anxiety were experienced by military spouses voluntarily separated 7 months and longer. Social support, such as family, was identified by all participants in the study as a protective factor helping them cope with the separation. The findings of the study provide other military spouses with knowledge on voluntary separation. Additionally, federal and state mental health professionals and policy makers can gain better understanding and knowledge about this population to help foster positive mental health and designed laws to assist military spouses.
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Drury, John. "Impeded nursing care: nurses' lived experiences." Thesis, Curtin University, 2001. http://hdl.handle.net/20.500.11937/753.
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This phenomenological study describes the lived experience of ten registered nurses who provided a standard of nursing care that they perceived to be impeded because of their negative reactions to their patient's condition. Purposeful sampling was used to recruit participants via an advertisement in a local nursing organisation's newsletter. In-depth interviews generated data about the nurses' personal and professional experiences. Data analysis incorporated the qualitative methods of Huserrlian (descriptive) phenomenology and Colaizzi's method of data analysis. Findings revealed that during some stage of the nurses' careers they had reacted negatively to a patient's condition. These negative reactions included frustration, annoyance, nurses fearing for their own safety, revulsion, sadness and feelings of guilt that impeded care had been provided. These reactions translated into behaviours that were associated with providing nursing care to the patient that the nurses themselves perceived to be of impeded quality. Behaviours included not being there or spending less time with the patient, not communicating well and having less rapport with the patient, not meeting the patient's psychological and social needs and not meeting the patient's spiritual needs. The nurses found their awareness that this had occurred disturbing and they devised strategies to cope personally and also to ensure that a better quality of care was provided in subsequent situations. Strategies included discussions with colleagues, arranging for colleagues to provide care for the patient, mental preparation, and using individual coping strategies.There was a pattern of contextual factors impeding the provision of good care. These factors included an existing poor rapport with the patient, a bad experience with a patient with similar characteristics, time pressures and a lack of autonomy, chronic work stress, low staffing levels, a lack of clinical experience, negative reactions to the patient's condition by other staff members, a lack of visits by the patient's significant others and disagreement with the patient's medical treatment.
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Drury, John. "Impeded nursing care: nurses' lived experiences." Curtin University of Technology, School of Nursing, 2001. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16131.
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This phenomenological study describes the lived experience of ten registered nurses who provided a standard of nursing care that they perceived to be impeded because of their negative reactions to their patient's condition. Purposeful sampling was used to recruit participants via an advertisement in a local nursing organisation's newsletter. In-depth interviews generated data about the nurses' personal and professional experiences. Data analysis incorporated the qualitative methods of Huserrlian (descriptive) phenomenology and Colaizzi's method of data analysis. Findings revealed that during some stage of the nurses' careers they had reacted negatively to a patient's condition. These negative reactions included frustration, annoyance, nurses fearing for their own safety, revulsion, sadness and feelings of guilt that impeded care had been provided. These reactions translated into behaviours that were associated with providing nursing care to the patient that the nurses themselves perceived to be of impeded quality. Behaviours included not being there or spending less time with the patient, not communicating well and having less rapport with the patient, not meeting the patient's psychological and social needs and not meeting the patient's spiritual needs. The nurses found their awareness that this had occurred disturbing and they devised strategies to cope personally and also to ensure that a better quality of care was provided in subsequent situations. Strategies included discussions with colleagues, arranging for colleagues to provide care for the patient, mental preparation, and using individual coping strategies.<br>There was a pattern of contextual factors impeding the provision of good care. These factors included an existing poor rapport with the patient, a bad experience with a patient with similar characteristics, time pressures and a lack of autonomy, chronic work stress, low staffing levels, a lack of clinical experience, negative reactions to the patient's condition by other staff members, a lack of visits by the patient's significant others and disagreement with the patient's medical treatment.
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Phillips, Roxine Denise. "Lived Experiences of Women Over 50 Who Have Experienced Involuntary Job Loss." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1712.
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Both the short-term and long-term unemployment rates for older workers in the United States have increased significantly since the 2007 recession. Researchers who examine the impact of involuntary job loss have predominantly focused on the experiences of men. Limited prior research exists on the job loss experiences of women over 50 years of age compared to men. The goal of this study was to address this gap in knowledge by examining the lived experiences of women over 50 who had experienced involuntary job loss, the barriers faced to reemployment, and the ways women overcame the barriers to reemployment. A phenomenological design was employed to gather data from a convenience sample of 10 women in a northeastern metropolitan city. Guided by the frameworks of Bandura and Leana and Feldman, this transcendental approach aimed to capture the lived experiences of the women who incurred involuntary job loss. Data transcribed from audio-taped interviews were manually coded and aligned with the appropriate research question. The findings highlighted the emotions, finances, family and social life of women following job loss. The findings suggest women faced age discrimination, organizational practices, technological challenges, and stereotypical beliefs in their attempts toward reemployment. The results of the study can be used to inform organizational leaders of the need for greater emphasis on programs offering solutions to older female workers seeking reemployment. The study promotes potential positive social change by informing organizational leaders of the experiences of women over 50 who had experienced involuntary job loss.
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Allan, Chad Everett. "Decision-making: a reflective journey of the lived experiences of experienced teachers." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1542390211994784.
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Toll, Debora K. "The transfer of learning: Employees' lived experiences." Thesis, University of Ottawa (Canada), 2004. http://hdl.handle.net/10393/29178.
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The employees' ability to continuously and collectively learn, and to apply their learning are critical to their own and their organization's performance. This study, therefore, sought to understand employees' perceptions of and experiences with the application of or, transfer of their learning. It also sought to understand the interplay between the three primary transfer sources. The overarching research question that guided this study was what were employees' lived experiences with transfer? The subquestions were how do employees transfer their learning, when did transfer enter their learning experiences, and why did they believe that transfer occurred? A hermeneutic phenomenological research design was employed. The participants' lived experiences were examined, described and interpreted. By allowing the participants' voices to resonate throughout the text, the depth, richness and meaning of their experiences were captured. Seven federal government employees, at the administrative, professional and managerial levels, comprised the purposeful sample. The participants engaged in a formal audiotaped interview, an informal interview and a focus group session.
Eight main themes emerged from the data analysis. Two themes, related to the individuals' characteristics, were the desire to learn and how transfer occurred. Four themes, related to the training program's design and development features, were discourse, application of the learning to life's situations, learning by doing and when transfer entered the learners' learning experience. The last two themes, related to the organizational climate characteristics, were an open and supportive culture, and the major challenges to transfer. The transfer research, comprised of the individuals' characteristics, training program features and organizational climate characteristics, provided one lens through which the findings were interpreted. Three adult learning theories, self-directed, situated cognition and transformational learning, provided the second lens.
The transfer and adult learning literatures were quite complimentary. The learning theories however, brought a broader and more comprehensive understanding to many of the participants' transfer experiences. The theories, by illuminating the interplay between the primary transfer sources, integrated the quantitative transfer research findings into a more coherent body of knowledge. This research also contributed to a more fullsome understanding of the learning theories and the difficulties in measuring transfer. Adult education principles and practices appear to be well positioned to enhance employees' transfer efforts as transfer does indeed appear to be a key concept in adult learning.
This study advances our understanding of transfer from the perspective of the employees' "lived" experiences, and of the complexities of transfer. The findings are relevant to adult education practices, and to organizations and employees in better understanding and facilitating transfer.
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Iannaggi, Corina M. "Exploring Visitors’ Lived Experiences in Memorial Museums." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1448829436.
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Cherian, Mary. "Individualized education programs (IEPS) as lived experiences." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-08222008-063403/.
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Finck, Luke R. "Workplace Bullying: Cultures, Roles, and Lived Experiences." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1154.
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The purpose of this autoethnography was to examine my personal experiences with workplace bullying through the lens of existing research and theory and original inquiry into how other faculty members characterize workplace bullying, their related experiences, and the behaviors and tactics involved.
The study involved 2 phases. Phase I employed the use of 2 dyadic interviews garnering an additional tier of qualitative information where descriptors of additional analytical memos emerged, such as the regional and organizational cultural dynamics involved in workplace bullying. Phase II used my own personal experiences with bullying in higher education. Four indepth vignettes were provided chronologically: graduate student-experience, entry-career, midcareer, and doctoral dissertation research. Each vignette was analyzed using constant comparative method between the literature and interviews to confirm and disconfirm my own experience with bullying in higher education.
Several themes emerged from this research: (1) The nature of my personal workplace bullying experiences highlighted themes involving: bullying behaviors (both victim and bully), position and power (both victim and bully), organizational structure and cultural constructs, and the impact on the victim. The commonalities between my experiences, the literature, and the bullying experiences of other faculty who provided information in this study were: (1) Organizational culture works to support and protect workplace bullies; (2) Organizations with multi-layered hierarchies support workplace bullying behaviors; (3) Workplace bullying results in reports of significant psychological impact (e.g., feelings of anxiety, embarrassment, humiliation, fear, etc.); (4) Workplace bullying involves overt attacks (e.g., intimidation, recruitment of others, threats, etc.); (5) The context of regional culture may influence workplace bullying (i.e. perceptions, tactics, reactions, etc.); and (6) Power (i.e. positional, legitimate, coercive, reward, referent) is a central element in bullying behaviors.
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Herring, Brittny Shanice. "Cyberbullying Victimization: The Lived Experiences of Parents." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6577.
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Cyberbullying continues to be a rising problem facing many households. As teenagers are the primary victims of cyberbullying, it is ultimately up to victims' parents to mediate and address cyberbullying incidents. The purpose of this qualitative inquiry was to explore the lived experiences of parents who had addressed and/or mediated an incident following their adolescent's cyberbullying victimization. Bandura's self-efficacy theory was the theoretical framework that guided this study. Participants were recruited using purposeful sampling. Individual semistructured telephone interviews were held with 9 participants who were parents of adolescent cyberbullying victims. Themes were generated and data were analyzed using Colaizzi's method of descriptive data analysis. This analysis involved a multistep process to inductively develop themes from participant responses. Findings revealed that participants experienced negative emotions as a result of their teens' victimization. Results further revealed that despite a lack of preparedness, participants found their efforts to intervene in the cyberbullying incident to be effective. Themes emerging from the study highlight participants' desire to raise awareness regarding cyberbullying. The impacts that the cyberbullying incident had on the parent-adolescent relationship were also documented in this study. This study provided an opportunity for participants to share their perceived self-efficacy in responding to incidents of adolescent cyberbullying. Findings from this study may be used to promote positive social change by informing various professionals of the challenges that parents face in addressing cyberbullying incidents.
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Lo, Rocky. "Lived Experiences of Hmong Refugees in America." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7163.
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Throughout the 1970s and 1980s, Hmong refugees immigrated to the United States and have since experienced cultural differences that challenged their traditional way of living. The research problem for this study was Hmong refugees' lived experiences in America because their experience was unknown and unexplored. Addressing this research problem was significant because it provided insight into their experiences and its impact on acculturation as well as distinct cultural experiences not acknowledged or noticeable with monolithic studies. The purpose of this study was to explore Hmong refugees' lived experiences in America using Grove and Torbion's theory of sojourners as the theoretical framework to address research questions, what are the cultural experiences of Hmong refugees living in America? and how have acculturated challenges constructed Hmong refugees lived experiences? A qualitative phenomenological design with semi-structured interviews was employed to explore 8 refugees' lived experiences and coded using Giorgi's 5-step data analysis. Participants reported cultural as well as gender specific experiences that resulted in dissonance, adaptation, loss of ethnic practices, collective to independent lifestyle preferences and its impact on each participant's acculturative approach or cognitive and behavioral adjustments toward American culture. Based on these findings, possible implications for social change include researching ethnic groups separately in order to acknowledge distinct lived experiences related to specific cultural factors as well as healthy and effective methods of integrating immigrants into dominant cultural societies.
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Gardner, Timothy Joseph. "Queering polyamory configurations, public policy, and lived experiences /." Connect to this title online, 2005. http://etdindividuals.dlib.vt.edu:9090/299/.
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Redfern, Celine. "Exploring the lived experiences of suicide attempt survivors." Thesis, Canterbury Christ Church University, 2015. http://create.canterbury.ac.uk/14760/.
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Suicide is a major problem in society and remains a challenge for services. Approaches to suicidality occur across individual, inter-personal and socio-cultural levels. However, the dominant narrative remains a biomedical one. Excessive reliance on a biomedical approach is problematic as complex phenomena may be reduced to linear causes. Service user perspectives may highlight alternative understandings and interventions but can also be constrained by dominant cultural constructions. Accordingly, this study aimed to explore the cultural constructions which survivors drew on in narrating their experiences of suicidality. 11 attempt survivors who had recovered from suicidality were interviewed. A narrative analysis was conducted and highlighted a polyphony of survivor voices and cultural constructions. Attempt survivors drew on the dominant biomedical model to varying degrees, and accounts could be placed on a continuum of acceptance/rejection of this model. 6 stories (one for each point of the continuum) were explored in detail. All participants also related to alternative constructions of suicide including psychological, situational, interpersonal, moral, public and spiritual. Participants used constructions of suicide to justify their experiences. One previously unexplored voice to emerge was of suicidality as having been a positive experience. Results are discussed with respect to previous studies, narrative typologies of illness, clinical implications, limitations and future research.
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Leedham, Alexandra T. "Exploring the lived experiences of Autism Spectrum Conditions." Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/22913/.
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When individuals are diagnosed with Autism Spectrum Conditions (ASC), the whole family is affected. Recently, qualitative research has investigated the experiences of siblings of autistic people. A literature review was undertaken to identify and evaluate the research investigating siblings' experiences. Six databases were searched, resulting in seventeen studies meeting criteria for the review. Data was analysed using Thematic Synthesis. Results described the roles and responsibilities participants undertook which were different to those normally expected by siblings. Themes also explored the impact of their siblings' behaviours, experiences of acceptance and empathy and interpersonal relationships. Participants expressed love for their siblings. But, several factors, including their siblings' diagnosis of ASC affected participants' mental health. Results found participants wellbeing was improved if they had control over how they supported their siblings, understood more about ASC, had alone time with parents and had the opportunities to meet with other siblings of autistic people. A research project was conducted. ASC diagnoses often occur later for females than for males. So, many females' needs are not understood until later life. Research investigating the lived experiences of autistic females is limited. The study aimed to investigate the experiences of females diagnosed with ASC at forty years old or over. Data was gathered and analysed using Interpretative Phenomenological Analysis. Eleven females were interviewed. Results revealed that ASC was misunderstood by professionals and many participants used strategies to try to 'fit in' with peers. The consequences of this included poor mental health. Participants described experiences of grief and adaptation to diagnosis. This was affected both positively and negatively by other people and many participants experienced positive changes to their identities and psychological wellbeing after diagnosis. Services require training to understand ASC in females to prevent it being under recognised.
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Cox, Linda June. "Stalking: A Qualitative Study of Women's Lived Experiences." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1380551037.
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Mason, Patrese A. "The Lived Experiences of African American Female Superintendents." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1450790580.
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Lucas, Tesha Knight Sharon M. "Exploring the lived experiences of individuals with tattoos." [Greenville, N.C.] : East Carolina University, 2009. http://hdl.handle.net/10342/1865.
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Thesis (M.A.)--East Carolina University, 2009.<br>Presented to the faculty of the Department of Health Education and Promotion. Advisor: Sharon Knight. Title from PDF t.p. (viewed May 5, 2010). Includes bibliographical references.
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Gordon, Karen Elizabeth. "Registered Sex Offenders: Social Disorganization and Lived Experiences." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/316772.
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Using data from the Arizona public sex offender registry (SOR) and interview data from 30 registered sex offenders (RSOs), two probation officers, and one homeless shelter worker, this study addresses RSO housing experiences by placing RSOs at the center of the analysis. First, using a framework of social disorganization, I find RSOs are moderately segregated according to the index of dissimilarity, and tend to reside in areas characterized by lower than average median income and higher than average housing vacancies. The presence of RSOs is another indicator of social disorganization for these neighborhoods. Second, I identify issues faced by RSOs as they search for housing and the strategies they use to obtain housing. Commonly used strategies are being upfront and honest, using the assistance of friends and family members, and finding housing through private owners. Third, I assess the extent to which the RSO label operates to deter interactions or serves as the basis of harassment. Findings indicate that the RSO label can limit interactions between RSOs and others living near them. It also motivates avoidance particularly among those living in areas of low and moderate social disorganization. Many RSOs or their co-habitants have also experienced harassment due to the RSO label. These findings are problematic in terms of RSO reintegration. Lastly, I explore RSO assessments of the SOR. Many RSOs indicate concern over whether the SOR makes all RSOs appear the same. I offer a social process model in which I consider the process of labeling, stereotyping, and discrimination along with the potential for those who are stigmatized to seek out a basis to stigmatize others or distance themselves from others they perceive of as worthy of separation. I conclude by offering policy implications that are focused on the needs of communities and RSO reintegration issues.
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Patrick, Ruth. "Irresponsible citizens? : the lived experiences of welfare reform." Thesis, University of Leeds, 2015. http://etheses.whiterose.ac.uk/10737/.
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This thesis reports on a qualitative longitudinal study into the lived experiences of welfare reform under the 2010-15 Westminster coalition government. Between 2011 and 2013, a small group of out-of-work benefit claimants were interviewed three times as they were directly affected by changes to the benefits system. In these interviews, disability benefit(s) recipients, young jobseekers and single parents shared both their experiences and attitudes to the coalition’s reform programme. The study found a significant disjuncture between the dominant citizenship narratives of recent governments and lived realities for those directly affected by welfare reform. The hard work that ‘getting by’ on benefits demands, and the various forms of socially valuable contribution in which so many of the participants were engaged, counter the dominant characterisation of claimants as inactive and passive. Relationships with paid employment were found to be far more fluid and complex than is suggested by successive governments’ repeated recourse to static divisions between ‘welfare dependants’ and the ‘hardworking majority’. Tracking experiences of welfare reform over time showed the worry and anxiety that changes to benefits were causing, with little evidence of welfare-to-work ‘support’ being experienced positively. There were also examples of participants internalising negative characterisations of claimants, in ways which were profoundly damaging to their sense of self and their wider inclusion within society. Over the past 35 years, welfare reforms and an increasingly negative rhetoric around ‘welfare dependency’ have significantly devalued the social rights of citizenship, with citizenship increasingly operating in exclusionary ways. Those relying on out-of-work benefits are granted a lesser citizenship status, with their right to a ‘modicum of economic security’ (Marshall, 1950, p.8) seriously undermined. There are signs of a shift from ‘conditionality’ to ‘conditioning’, such that individual claimants become accepting of an individualisation of responsibility which places the ‘blame’ for individuals’ reliance on benefits with the individual herself. There is also evidence that political agreement on welfare reform is contributing to a broader moral consensus on the supposedly negative characteristics of both ‘welfare’ and those who rely on it for all or most of their income.
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Martin, M. Troy. "Faculty Members' Lived Experiences with Open Educational Resources." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6956.
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The cost of textbooks has continued to increase, and the financial effect on students in higher education is significant. Numerous studies have been done to learn more about student and faculty perceptions toward Open Educational Resources (OER) use. Recent studies confirm that most instructors would use OER in order to alleviate the financial burden placed on students; however, OER adoption rates do not reflect this belief. In my study I sought to better understand what instructors experience when they search for OER. In this phenomenological study, I interviewed faculty who expressed a desire to use OER and to capture their lived experiences of adopting and adapting OER. I would like to better understand what is working well for these faculty and what challenges exist as they seek to find and adopt OER and identify possible solutions that could improve OER adoption rates. I learned that there is a desire to use OER to reduce the financial burden that textbooks impose on students, but that there is very little understanding on where to find quality OER and tools that are needed to adapt it. Future research may focus on ways to improve the process of finding and customizing OER so that it can be an alternative to expensive textbooks.
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Babilonia, Rui Heng. "U.S. Military Psychologists' Contemporary Lived Experiences of Burnout." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3930.
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Currently, the high level of burnout among military psychologists resulting from contemporary military service is gaining attention. However, there is insufficient knowledge of their lived experiences of burnout. The purpose of this phenomenological study was to explore burnout, based on the military occupational mental health, military job demand-resources models, and biopsychosocial models. Eleven active duty and prior service military psychologists were recruited for interviews using snowball sampling. The first phase of data analysis employed NVivo software. The second and third phase used the 7-step modified version of the Van Kamm method, resulting in 7 themes and 1 discrepant case. The key findings indicated that the unique nature of military bureaucracy provided the environment that fostered burnout into a taboo milestone. Furthermore, the challenging task associated with finding meaning and balance for the ambiguous role of being a military psychologist also compounded the experiential factors contributing to burnout. Several shared experiential indications foretelling of burnout were identified. However, the reality of how military psychologist experienced burnout differed from textbook knowledge, indicating there is a theory-practice gap in personally diagnosing burnout progression. Military psychologists also indicated the theory-practice gap between the available resources for burnout and their limiting utilization practicability. The results of this study can be used to make a positive social change by better informing the development of prevention strategies benefiting not only military psychologists but potentially all military members who routinely describe themselves as burned out.
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Dameron-Brown, Rebecca Merle. "Examining the Lived Experiences of Child Welfare Workers." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/538.
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The purpose of this phenomenological study was to examine the lived experiences of a homogeneous group of frontline child welfare workers in Los Angeles, CA. Data were collected using recorded in-depth, open ended interviews with 10 participants. Critical incident technique was used to collect data on specific incidents. Symbolic interactionism was the theoretical framework used. Five themes emerged during the analyses which are the main findings of this study: (1) Organizational factors contributed to the challenges and stress of the job, (2) participants shared a belief that management did not value them, (3) participants' morale and workloads were adversely affected by a highly publicized child fatality, (4) the job was rewarding and meaningful when participants felt they had protected children and helped families, and (5) participants reported being socialized to accept abusive behavior from clients through the omission or minimization of safety as a training topic in college and work sites. The positive social change implication includes information that may help facilitate a paradigm shift in the professional and academic socialization of social workers. The realistic picture on public child welfare work that participants shared has the potential to be useful to future social work students, researchers, professors, law enforcement, and administrators of public child welfare agencies. Realistic expectations may also increase retention of employees.
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Bryant, Chelsea. "The Lived Experiences of Emotionally Forgiving Abusive Parents." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6180.
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The subject of forgiveness has been heavily explored during the past few decades; however, limited research has been conducted on the phenomenology of emotional forgiveness, the internal process of replacing negative feelings with positive feelings. This study explored the emotional forgiveness experiences of 7 adult men who were previous victims of abuse by their parents. Using Moustakas's phenomenological research approach, the participants were interviewed about their experiences of emotional forgiving their abusive parents. The recall, empathize, altruism, commitment, and holding on, REACH forgiveness model and family systems theory were the conceptual frameworks to explore the central research question, which addressed the meaning of emotional forgiveness in adult males. The interview data were coded and grouped into themes of shared meaning. The results revealed 8 distinct themes: coping, evolution of emotions, substance abuse, cognitive distortions, making meaning of the abuse, forgiving because Christ first forgave me, and God's grace. Further, the lived experiences revealed that emotional forgiveness was largely dependent on the adult male's acceptance of their difficulty to emotionally forgive and seeking God's grace to help them emotionally forgive their abusive parent. Results of this study have the potential to benefit adult males who struggle to emotionally forgive their abusive parent by providing insights into the emotional forgiveness experience. Furthermore, the results from this study can be shared with the professional community to help them understand the phenomenon of adult males who have survived an abusive parent.
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Perry, Ethel Denise. "Lived Experiences of African American Males with Fibromyalgia." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4473.
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Fibromyalgia (FM) is a musculoskeletal and neurological disorder that causes constant pain, cognitive problems with short term memory, and sleep disorders. There are more females diagnosed with FM than males, and research has therefore primarily been conducted with females. Because little is known about African American males with FM, biopsychosocial theory was used in this phenomenological study to examine how African American males with FM are affected biologically, psychologically, and socially. Eight African American males diagnosed with FM were recruited from Houston, Texas and were interviewed about their lived experiences with FM, including experiences with the healthcare system, and how they used the internet to seek information about FM. Individual interview transcripts, conduct open coding, and thematic analysis led to identification of the following themes: (a) lengthy multiple medical evaluations to receive a diagnosis and various symptoms; (b) physical challenges, physical limitations, emotional issues, and cognitive issues experienced with FM; (c) limited physical and emotional support from family and friends; (d) hopeful about work and plans; (e) trust and confidence in healthcare providers and medical information obtained by asking questions; (f) limited internet search and not involved in online FM forums. The study showed that African American males with FM may experience debilitating symptoms and may use faith-based beliefs as one way to cope with FM. These results may bring positive social changes by providing caretakers with a better understanding of how FM affects the quality of life of African American males with FM, and provide new data to assist healthcare providers in diagnosing, treating, and serving this population.
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Kinsey, Vincent. "The Lived Experiences of Those bereaved By Suicide." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7547.
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This study sought to explore the lived experience of the bereaved-by-suicide and to provide a detailed description of their experience with the loss of a loved one. The study participants were 12 bereaved-by-suicide individuals between the ages of 21 and 65 who had experienced the loss of a loved one by suicide two or more years before the interviews. The research question was made up of three parts, "How do the bereaved-by-suicide describe their grief in personal, practical, and existential terms?" The theoretical framework for the study was derived from Neimeyer's meaning reconstruction theory. Data were collected via individual interview and coded according to the themes acquired from the study participants. The primary themes of grief that emerged from their narratives included the following: (a) the initial shock, (b) episodes of anger, (c) feeling a sense of loss, (d) living in a world of grief, (e) inability to trust and the resulting isolation, (f) thoughts on life after death, (g) preparing to say good-bye, and (h) building stronger relationships. The research confirmed the overwhelming effect of suicide on those bereaved; their daily lives were disrupted, and there was a higher risk of mental instability even two or more years after the suicide. The broader implications of these findings pertain to developing strategies to increase social awareness about the grief experienced by the bereaved-by-suicide, despite the person's efforts to appear strong and hide their grief and fears. The results of this study may add to the current research and can contribute to bringing about social change in development of prevention programs, enhancements in bereavement training, support group development, and in how the bereaved-by-suicide are viewed.
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Tennant, Charnel. "Exploring the lived experiences of South African maladaptive gamblers." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/5021.
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For many individuals, gambling is regarded as a recreational activity, a socially encompassed pastime. For the individuals who partook in the present study, gambling is an Achilles heel at which the individuals were hopelessly at the mercy of. Initially a ‘fun’ activity, gambling emerged as an activity that provided both an aspect of enjoyment and escapism. Later, as the behaviour increased, interpersonal and intrapersonal consequences emerged; which eventually led participants to take action and break free from the activity once experienced as recreational and now as a “monster”. The aim of the study was to explore the lived experience of six South African individuals who met the criteria for a gambling disorder. Both a phenomenological approach and ecological perspective were used to elicit the essence of this particular phenomenon as experienced by the participants. Purposive sampling procedures were implemented. Data was collected through the use of a biographical questionnaire and individual, open ended conversations with six gamblers. The data was processed and analysed according to qualitative data processing and analysis procedures. Due to the gap in qualitative research in this particular area, specifically in the South African context, this research study has the potential to create a better understanding of the lived experience of gambling addiction through the shared experiences of participants.
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Mayer, Brett. "The Lived Experiences of Whitewater Kayakers| A Phenomenological Exploration." Thesis, Prescott College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10689210.
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<p> This phenomenological study explored the lived experiences of six whitewater kayakers on the Potomac River on the east coast of the United States. Research participants, three women and three men, ranged in age from 21 to 72. The study reviews as context the history of kayaking and the theories of ecofeminism, participant motivation, transformational experience and environmental responsibility, and narrative identity. Further theories of flow, group flow, and earthflow inform the potential creative synergy of the paddler and the river. The study shows that participant motivations change through time and there are common elements of the experience shared among paddlers. The study proposes four themes and related subthemes that describe the whitewater kayaking experience: initiating, deepening, imagining, and appreciating. The study finds that, over time, whitewater kayakers feel connected to something larger than themselves. The majority of whitewater media coverage is incongruous with the reported experiences of whitewater kayakers. Healing the split between reported experiences and common representations may help broaden the appeal of whitewater kayaking to prospective paddlers, promote more reflective decision-making processes, and further active engagement through conservancy by clarifying the connection between the experience of paddling whitewater and the deep gratitude felt among participants. Other practical implications include bringing questions of community identity and the whitewater journey to the forefront of conversations, so that the community can work toward congruent representations of the whitewater experience that focus on connection to nature rather than glorified risk taking. This may help kayakers form a more seamless, ecocentric riverine identity. </p><p>
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Elley, Sharon Tracey. "Sex and relationship education and young people's lived experiences." Thesis, University of Leeds, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494591.
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This thesis investigates the interface between Sex and Relationship Education (hereafter SRE) and young people's lived experiences as mediated by gender, heterosexuality anc. class. The knowledge/practice gap has highlighted how young people either lack sexual knowledge or do not act on SRE messages despite an abundance of information. Assumptions within SRE, however, presume that young people make rational and calculated decisions. This thesis argues instead that young people's experiences. identities and opportunities are mediated by the meanings and values which are generated by discourses about gender and sexuality as well as locally enacted practices.
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Long, Carol Ann. "A Case Study of Jamaican Children's Lived Play Experiences." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4913.
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Although research on children's play is abundant and considerable advances have been made in young children's play, the majority of these studies have been based in western developed countries and written from adults' perspectives rather than with children. Additionally, very little research has been done on children's play with active participants from smaller developing countries. The voices of society's youngest members have been lost or are only marginally represented.
The purpose of this qualitative research is to explore, understand, and describe young Jamaican children's lived play experiences as related through their eyes. The theoretical frameworks used to guide this study are sociocultural theory and narrative case study. Narrative case study focuses on a particular phenomenon and, through rich description, each participant's story relates the complexities of this phenomenon. Sociocultural theory is related to the social, cultural, and historical theory of a people and is constructed as they participate in culturally pertinent activities.
The examined literature, which draws on diverse theoretical frameworks, including Vygotsky and Rogoff's sociocultural theory and Bronfenbrenner's work on socioecological theory, discusses types of play, the relationship between play and children's development, indoor and outdoor play at school, and play as perceived by children. A key theme in this literature is children's beliefs and values observed through a cultural filter.
The three 5-year-old children, their teacher, and parents were purposefully selected for this single-bounded case study. The methods of data collection include video-cued interviews (VCI), a researcher's journal, and observation and field-notes. An understanding of the history of Jamaican education and its people is essential to the successful implementation of the play-based curriculum. The importance of knowing how children view their play and its manifestations and meanings is compelling to the Jamaican people and will help inform teachers, teacher education programs, parents, national and international funders, and other stakeholders as they try to fuse Jamaican culture with global elements of young children education.
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Rhodes, Wanda Lee. "The lived experiences of four overweight Hispanic adolescent females." Thesis, University of Plymouth, 2007. http://hdl.handle.net/10026.1/2821.
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The purpose of this study was to understand the lived experiences of four overweight/obese Hispanic adolescents as individuals by utilizing Social Cognitive Theory’s (SCT) (Bandura, 1977, 1986, & 1989) reciprocal interaction of the environment, personal factors and behaviors of the participants in order to investigate the health risk behaviors of the participants as they related to overweight and obesity. Additionally, the commonalities and differences across participants were examined. Four female Hispanic adolescents whose BMI measured at the 99th percentiles for age and gender were randomly chosen from students enrolled in a junior high school physical education intervention class. Experiences of each participant were examined utilizing school cumulative records, a demographic questionnaire, participant observation in certain contexts, and a series of interviews, based on questions derived from SCT. Methodological triangulation and grounded theory were utilized in order to examine the research question. The accumulated data were presented in four separate case studies, which examined the life perspectives of each participant. A componential analysis was used to interpret the data. Results of the individual case studies showed that the school, home, and community environments were found to be influential to the health status of the four overweight participants, with the family appearing to be the primary source of influence. This study's conclusions indicate that the schools, homes and communities of the participants did not encourage physical activity or diet control and health risk behaviors in this regard were reinforced and perpetuated by family and friends.
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Thacker, Kelly L. "Lived experiences of low socioeconomic millennial generation college students." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/14861.
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Doctor of Philosophy<br>Department of Special Education, Counseling, and Student Affairs<br>Kenneth Hughey<br>The characteristics and needs of college students across the United States are ever-changing. As Millennial generation students, born between 1982 and 2003 (Howe & Strauss, 2000), attend college, unique characteristics are present. Commonalities within the Millennial generation have been identified; however, socioeconomic status can impact a student’s ability to demonstrate these characteristics of the Millennial generation (Ramsey, 2008). Socioeconomic status still remains the greatest predictor of college aspirations but can prohibit some Millennial students from the opportunity to attend college (Greene, Huerta, & Richards, 2007).
This qualitative study investigated the lived experiences of low socioeconomic Millennial generation college students. Bourdieu’s (1977; Bourdieu & Passeron, 1977, 1990) Cultural Capital Theory was used as the framework to address four research questions regarding knowledge of college, academic experiences, types of support, and collegiate involvement. Research questions were developed utilizing a phenomenological methodology consisting of two semi-structured interviews with open-ended interview questions as the primary data source.
Through the analysis of the participant interviews, themes of their lived experiences as a low socioeconomic status Millennial generation college student emerged. Participants shared that their families lacked knowledge and information about college although they encouraged and supported them and understood the importance of a college degree. Although the educational experiences of the participants varied, most encountered challenges transitioning from high school to college. The most important educational experience for the participants is obtaining a college degree, greatly impacting their future. Although self-supportive for most of their lives, attending college is possible through the financial support of the 21st Century Scholars Program. This financial support and the support of their collegiate friends going through similar experiences have been important. Involvement in collegiate activities was important for the participants’ future careers, relationships, and learning; however, they sought these opportunities on their own.
This research supports and encourages student affairs practitioners to enhance and improve the services and support provided to low socioeconomic status students in the college community. In addition, this study supports the need for more research related to socioeconomic status within higher education as well as reexamining student development theories to take into consideration socioeconomic status.
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Holley, Matthew. "The lived experiences of gay physicians in academic medicine." Thesis, Indiana University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10129386.
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<p> <b>Background:</b> Despite efforts by academic medical centers to adopt institutional policies and practices to create an inclusive environment for LGBT patients, students, staff, and faculty, the literature on the experiences of LGBT faculty with academic medicine is limited. Thus, this study examined the career experiences of gay physicians in academic medicine to further develop a narrative of the queer faculty experience. </p><p> <b>Methods:</b> A qualitative study was conducted with eleven full-time academic physicians from various AAMC accredited medical schools who openly identify as gay. In-depth interviews were conducted with each participant to understand their reasons for becoming a physician, their career progression and current roles, and their experiences with particular elements of faculty life such as promotion and tenure. </p><p> <b>Results:</b> A thematic analysis using interpretative phenomenological analysis techniques revealed that the lived experience of gay physicians can be grouped into two categories based upon the saliency of sexual identity. In the first, the academic physician’s sexual identity is at the forefront, whereas in the second, sexual identity becomes almost invisible. The influence of sexual identity can be clearly seen in the service obligations of gay academic physicians as well as the relationships they create with learners, colleagues, and patients. While gay physicians in academic medicine struggle to find other LGBT mentors, they do often rely on a network of mentors similar to all academic physicians. Lastly, there did not appear to be significant consequences for gay physicians navigating a career in academic medicine nor being successful in the promotion and tenure process. </p><p> <b>Conclusions:</b> Findings from this study indicate that the environment for LGBT individuals within academic medicine is rapidly evolving. Yet, the results of this study still suggest opportunities for leaders within academic health centers to implement inclusive policies and benefit programs for LGBT individuals, develop active recruitment and retention programs for LGBT faculty, and infuse LGBT perspectives into institutional programming. By doing so, academic medical centers allow LGBT faculty to be their authentic self and ultimately be thriving clinical educators.</p>
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Phillips, Jill. "Student nurses' lived experiences of their last practice placement." Thesis, Bournemouth University, 2017. http://eprints.bournemouth.ac.uk/29533/.
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Since the mandatory twelve week minimum placement was introduced in 2010 by the regulatory body for nursing in the UK, there is little documented as to its effectiveness from the students’ perspective. The aim of this study was to explore the lived experiences of ten student nurses as they completed a longer than usual practice placement as the last component of their undergraduate pre-registration nursing education. Previously students had been allocated to practice for periods of five or six weeks and this was the first time they had experienced a longer placement. Using a descriptive phenomenological approach, a purposive sample of ten student nurses were interviewed within one week of completing their final three months in practice in July 2013. Data were analysed using Giorgi’s (2009) modified Husserlian approach to descriptive phenomenology. Findings revealed the four invariant constituents of: belongingness and fitting in; taking charge of own learning; making sense of the complexities of nursing; and becoming a nurse. Discussion exposed not only challenges to current thinking from the collective views of ten students in the south of England, but revealed a process of transformative learning that the students journeyed to prepare themselves for registration as a professional nurse. Fuelled by their mentors facilitating and encouraging autonomous practice, students began to experience a sense of awakening to the responsibilities and accountability that they faced as a registered nurse. New insights from this research suggest that more could be done to enhance the final practice placement experience for students on the point of transition. It is seen as a dress rehearsal for the real world of work as a registered nurse and mentors should supervise at arm’s length and encourage students to work things out for themselves, take risks and make decisions. Nurse educators should recognise that during the extended last placement students re- contextualise their knowledge as they begin to make sense of the complexities of nursing practice. Conclusions from this study support the notion that a longer final practice placement helps students to prepare for their impending transition to registered practice. It recognises the key role of the mentor in supporting all four invariant constituents and the process that these students undertook to gain the confidence and competence to practise as a qualified nurse. This new knowledge is of interest to a wider audience concerned with the preparation of undergraduate pre-registration nursing students both in the UK and abroad.
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Barreca, Rebecca J. "Lived Experiences of Nurses: Nurse Characteristics by Clinical Specialty." Kent State University Honors College / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1303941706.
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Hovey, Karin E. "Women’s Lived Experiences of Gender Microaggressions: Dental Hygienists’ Stories." Antioch University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1564056487401076.
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Ermann, Lauren Sheli. "The Lived Experiences of Older Women in Alcoholics Anonymous." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/51176.
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The purpose of this study was to describe, analyze, and better understand the lived experiences of women age 50 and older in Alcoholics Anonymous (AA). Guiding this inquiry were the following research questions: 1) How do the older women participants experience the AA program? 2) What aspects of AA do older women consider beneficial? 3) What aspects of AA do older women consider detrimental? 4) What do older women consider as important conditions to succeed in the AA program? 5) How did these older women elicit meaning in their involvement with AA? and 6) How was the narrative aspect of AA experienced by the participants?<br /> Fourteen older women from AA meetings in Southwest Virginia participated in two qualitative interviews. The results were represented by narrative descriptions of each participant\'s experiences and analyzed for common themes across the stories, which were presented and discussed. For these participants, the AA program was found to intersect with narrative therapy. AA, like narrative therapy, highlights deconstructing and re-authoring life stories through personal narratives. Storytelling itself proved to be among the most important traditions of AA and a core benefit to the storyteller (and to a lesser extent, the listener). Study participants found that telling their stories allowed for 1) a way to give back to the program, 2) a feeling of belonging to the group, 3) a welcome reminder to the speaker of her past struggles with alcoholism, and 4) a spiritual experience. Many of the women articulated their early concerns with publicly sharing at meetings, as well as their ongoing considerations of boundaries, over-sharing, and conflicts of interest in storytelling. Finally, in an unexpected finding, the women cultivated and maintained intimate friendships with other women in AA that addressed relevant issues beyond sobriety including everyday needs and life challenges. Social activities often transcended the boundaries of the meetings.<br /><br>Ph. D.
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Leech, Lee Ann. "Male Nurse Educators' Lived Experiences with Nursing Student Incivility." Thesis, Indiana University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10269716.
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<p> Incivility in the nursing literature is a term used to identify situations where distractions or discord invade the learning atmosphere. Nursing student incivility is an ongoing problem in nursing education and may cause disruption or conflict in the learning environment. Students deserve a learning environment free of distractions or harassment. Additionally, the instructor should be able to teach in a productive, positive learning environment.</p><p> Many researchers have examined the impact of incivility but the lived experience of male nurse educators has not been examined. This study examined incidents of incivility to study the lived experiences of male nurse educators, as well as the effect nursing student incivility has on pedagogy and job satisfaction. </p><p> A qualitative phenomenological approach was used to evaluate the data. Nine male nurse educators in the northeastern United States met the inclusion criteria for the study. Interviews were conducted and transcribed verbatim by the researcher. Codes were assigned and were analyzed into themes. Themes were used to describe and understand the lived experiences of male nurse educators who have experienced nursing student incivility.</p><p> The results of the study revealed that male nurse educators experienced many of the same uncivil events with the similar physical and emotional symptoms as found in previous studies. Intuitively, or through trial and error, the study participants implemented many of the comparable techniques to prevent or control student incivility as found in the literature. Where the study findings differed, though, was the aftermath of student incivility. Male nurse educators did not take the same ownership responsibility nor have as many physical and emotional symptoms as female nurse educators. Nursing student incivility did not impact job satisfaction or inspire any participant to leave nursing education. This study discovered that many of the male nurse educators acted as unofficial mentors to male nursing students to promote male student retention in the nursing profession.</p><p> These study findings provide a better understanding of the lived experiences of the male nurse educator who has experienced nursing student incivility. This information may be used by faculty and administrators to improve their understanding and management of nursing student incivility. The study results suggest a need for further research in the impact of a male nurse educator mentor on the retention and graduation of the male student nurse.</p>
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Msengana, Sweetlener Thobeka. "The lived experiences of HIV-positive women in poverty." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013269.
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The focus of this study was on the experiences of a small sample of local women who are HIVpositive and are living in poverty. The researcher was interested in exploring the psychological and social experiences of these women using Interpretive Phenomenological Analysis. This research aimed at giving these women a voice to express their first-hand, personal accounts of living with HIV in poverty. Data was analysed for meaningful units, which were interpreted inductively and hermeneutically, and categorised into super-ordinate themes. Six themes within the participants' experiences of living with HIV were determined, namely: (I) experiences of diagnosis, (2) disclosure experiences, (3) stigma, (4) ARV experiences, (5) experiences of social support and (6) poverty. This research found that after an HIV-positive diagnosis, most women experience a variety of emotional reactions. These reactions however seem to change overtime into positive acceptance of the HIV diagnosis. Most of the women in this study preferred to use partial disclosure than to fully disclose their HJV-positive status openly to families, friends and to their community. Reasons for not using full disclosure included fear of discrimination and stigma, which included a fear of being rejected or being blamed for their status and a fear of losing relationships. It was also evident from the findings that most of the women had experienced stigma directly and therefore partial disclosure was used as a coping mechanism to protect the self from further harm. It was also revealed that stigma not only has a negative impact on disclosure but also on social support and ARV experiences. Because ofHIV-related stigma, lack of social support was a struggle that almost all the women in this study had experienced. Lack of understandings about their medication also had a negative impact of the ARV experiences. Stigmas along with poverty are the major struggles that HIV -positive women have to deal with in their day to day living. The findings of this study reveal a need for further research in this experiential area as well as campaigns and education around issues such as stigma, medication, and emotional difficulties associated with HIV.
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Astley-Cooper, Jean. "The lived experiences of student nurses in clinical placement." Thesis, Swansea University, 2012. https://cronfa.swan.ac.uk/Record/cronfa42762.
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Nurse education over the last 30 years has undergone radical change which has transformed the nature, design and content of pre-registration nurse education. In Britain there is little known about the total impact of practice placement on learning and development of nurses' identity from the students' perspective. How nursing practice is understood and interpreted influences students practice experience, in addition to how they learn and construct their identity as registered professionals. This research study explores student nurses' experiences of clinical placement whilst undertaking a pre-registration adult branch nursing course. A qualitative hermeneutical phenomenological approach was used and after ethical approval was received the experiences of 9 student nurses were collected using unstructured, individual interviews which were transcribed and analysed. The key findings showed that clinical placement experience fell into three main categories; successful, unsuccessful and failing communities of practice. Mentors influenced the experience students had in practice in these three categories. In successful placements, students practiced alongside registered nurses with opportunities to observe these nurses at work. In unsuccessful practice communities, students described impressions of not belonging, loneliness and confusion, and compartmentalised their experience into the work and learning which affected their over-all learning experience. Failing communities of practice exposed and subjected the students to unprofessional values and behaviours from registered nurses, which if adopted and applied, impacted detrimentally on the care that patients received. As the experience of clinical placement influences how students are socialised into the practice of nursing, how they learn and construct their identities as registered nurses, solutions designed to strengthen the clinical placement component of nurse education have been suggested in the following areas: belonging and modelling, placement quality and organisation, curriculum development, and mentor preparation and updating.
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Zhao, Jing. "Lived experiences of Passivhaus occupants using a grounded approach." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31370.
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The Passivhaus standard is a building methodology that was established in Germany in the 1990s. It uses a passive design strategy to achieve built environment comfort with minimum energy consumption. However, research shows that not every Passivhaus project has been successful in terms of its comfort and energy performance. Passivhaus is a representation of a high-performance, low-energy prototype of sustainable buildings, which, as a new building typology, embraces new ideas of comfort and accommodates a range of occupants who have different attitudes and expectations. Thus, the social grounding of such a new typology needs to be reconsidered. Understanding the phenomenon of Passivhaus living in the UK context forms the starting point of my research. In reflection of existing Passivhaus post-occupancy evaluation (POE) research in the UK, the majority of this research is focused on performance and frequently adopts an approach using prediction and computer simulation. Only a few studies have examined the Passivhaus system from an architectural design point of view. Research into its energy performance lacks a deeper connection with the occupants' perception of comfort and the architectural design of the Passivhaus. This research focuses on the coherence of Passivhaus living and builds up a theoretical framework to understand the Passivhaus system in relation to occupants' daily lives. It argues that by providing more possibilities and opportunities within the design of the built environment for adaptive behaviours and norms of sustainable living, as opposed to stressing energy efficiency and technological advances, the sustainability embodied in the Passivhaus standard can be further actualised. Previous research into the POE field of Passivhaus has employed a predominantly quantitative method. However, the small amount of research conducted using a qualitative approach demonstrates the potential benefits of gaining a better understanding of sustainability in people's perceptions of comfort, their everyday practices and the nature of their energy use. The methodological approach for the proposed research will be qualitative in nature due to the need to understand highly context-bound experiential data. A mixed approach of quantitative and qualitative methods will be explored to collect and analyse data from various aspects related to the subject matter in order to draw valid conclusions. The research uses a combined framework of grounded theory methodology and a multiple case study approach as a way of taking a step back from empirical research and building up an inductive theory-building process. The combination of these two frameworks is tailored for this research, which enables them to complement each other. The research provides an exploration of Passivhaus living and an insight into the delicate relationship between the occupants and their domestic space. The study explores the shifting perception of comfort, the delicate relationship between habitat and inhabitant and the process of adaptation in the Passivhaus to understand the shaping of household behaviour in relation to different contexts and scenarios unique to the Passivhaus industry. The substantive theory that describes this relationship is summarised at the end of the thesis, with the aim of informing potential Passivhaus clients of the system's holistic sustainable design features and to make recommendations for better Passivhaus design to building professionals.
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Hassan, Ehab. "Event-Based Recognition Of Lived : Experiences In User Reviews." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCD021/document.
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La quantité de contenu généré par l'utilisateur sur le Web croît à un rythme rapide.Une grande partie de ce contenu est constituée des opinions et avis sur des produits et services. Vu leur impact, ces avis sont un facteur important dans les décisions concernant l'achat de ces produits ou services. Les utilisateurs ont tendance à faire confiance aux autres utilisateurs, surtout s'ils peuvent se comparer à ceux qui ont écrit les avis, ou, en d'autres termes, ils sont confiants de partager certaines caractéristiques. Par exemple, les familles préféreront voyager dans les endroits qui ont été recommandés par d'autres familles. Nous supposons que les avis qui contiennent des expériences vécues sont plus précieuses, puisque les expériences donnent aux avis un aspect plus subjective, permettant aux lecteurs de se projeter dans le contexte de l'écrivain.En prenant en compte cette hypothèse, dans cette thèse, nous visons à identifier, extraire et représenter les expériences vécues rapportées dans les avis des utilisateurs en hybridant les techniques d'extraction des connaissances et de traitement du langage naturel,afin d'accélérer le processus décisionnel. Pour cela, nous avons défini opérationnellement une expérience vécue d'un utilisateur comme un événement mentionné dans un avis, où l'auteur est présent parmi les participants. Cette définition considère que les événements mentionnés dans le texte sont les éléments les plus importants dans les expériences vécues: toutes les expériences vécues sont basées sur des événements, qui sont clairement définis dans le temps et l'espace. Par conséquent, nous proposons une approche permettant d'extraire les événements à partir des avis des utilisateurs, qui constituent la base d'un système permettant d'identifier et extraire les expériences vécues.Pour l'approche d'extraction d'événements, nous avons transformé les avis des utilisateur sen leurs représentations sémantiques en utilisant des techniques de machine reading.Nous avons effectué une analyse sémantique profonde des avis et détecté les cadres linguistiques les plus appropriés capturant des relations complexes exprimées dans les avis. Le système d'extraction des expériences vécues repose sur trois étapes. La première étape opère un filtrage des avis, basé sur les événements, permettant d'identifier les avis qui peuvent contenir des expériences vécues. La deuxième étape consiste à extraire les événements pertinents avec leurs participants. La dernière étape consiste à représenter les expériences vécues extraites de chaque avis comme un sous-graphe d'événements contenant les événements pertinents et leurs participants.Afin de tester notre hypothèse, nous avons effectué quelques expériences pour vérifier si les expériences vécues peuvent être considérées comme des motivations pour les notes attribuées par les utilisateurs dans le système de notation. Par conséquent, nous avons utilisé les expériences vécues comme des caractéristiques dans un système de classification, en comparant avec les notes associées avec des avis dans un ensemble de données extraites et annotées manuellement de Tripadvisor. Les résultats montrent que les expériences vécues sont corrélées avec les notes. Cette thèse fournit des contributions intéressantes dans le domaine de l'analyse d'opinion. Tout d'abord, l'application avec succès de machine reading afin d'identifier les expériences vécues. Ensuite, La confirmation que les expériences vécues sont liées aux notations. Enfin, l'ensemble de données produit pour tester notre hypothèse constitue également une contribution importante de la thèse<br>The quantity of user-generated content on the Web is constantly growing at a fast pace.A great share of this content is made of opinions and reviews on products and services.This electronic word-of-mouth is also an important factor in decisions about purchasing these products or services. Users tend to trust other users, especially if they can compare themselves to those who wrote the reviews, or, in other words, they are confident to share some characteristics. For instance, families will prefer to travel in places that have been recommended by other families. We assume that reviews that contain lived experiences are more valuable, since experiences give to the reviews a more subjective cut, allowing readers to project themselves into the context of the writer. With this hypothesis in mind, in this thesis we aim to identify, extract, and represent reported lived experiences in customer reviews by hybridizing Knowledge Extraction and Natural Language Processing techniques in order to accelerate the decision process. Forthis, we define a lived user experience as an event mentioned in a review, where the authoris among the participants. This definition considers that mentioned events in the text are the most important elements in lived experiences : all lived experiences are based on events,which on turn are clearly defined in time and space. There fore, we propose an approach to extract events from user reviews, which constitute the basis of an event-based system to identify and extract lived experiences. For the event extraction approach, we transform user reviews into their semantic representations using machine reading techniques. We perform a deep semantic parsing of reviews, detecting the linguistic frames that capture complex relations expressed in there views. The event-based lived experience system is carried out in three steps. The first step operates an event-based review filtering, which identifies reviews that may contain lived experiences. The second step consists of extracting relevant events together with their participants. The last step focuses on representing extracted lived experiences in each review as an event sub-graph.In order to test our hypothesis, we carried out some experiments to verify whether lived experiences can be considered as triggers for the ratings expressed by users. Therefore, we used lived experiences as features in a classification system, comparing with the ratings of the reviews in a dataset extracted and manually annotated from Tripadvisor. The results show that lived experiences are actually correlated with the ratings.In conclusion, this thesis provides some interesting contributions in the field of opinionmining. First of all, the successful application of machine reading to identify lived experiences. Second, the confirmation that lived experiences are correlated to ratings. Finally,the dataset produced to test our hypothesis constitutes also an important contribution of the thesis
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Glaze, Joy Adella. "The Lived Experiences of Caregivers of Lung Transplant Recipients." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3683.
Full textAbstract:
Lung transplantation is a treatment for patients with end stage lung disease; they will not survive without such surgery. A caregiver is essential for a patient to become eligible for a lung transplant and the caregiver plays an essential role in the transplant recipient’s care both before and after transplant surgery. Most caregiver research has been conducted on caregivers of persons with Alzheimer’s disease, dementia or on elderly patients, however, it is important to examine caregivers’ experiences caring for other patient groups with disabling conditions. Caregivers of transplant recipients are one such group.
The purpose of this qualitative study, using a hermeneutic phenomenological approach, was to examine the lived experiences of caregivers of lung transplant recipients pre- and post-lung transplantation. The study used semi- structured, face to face, tape recorded in- depth interviews to document the experiences of a purposive sampling of 20 caregivers of lung transplant recipients. Interviews (English, Spanish) were transcribed verbatim and analyzed for emerging themes. The resulting 4 themes and 12 sub themes were: 1) Establishing the diagnosis; 2) Caregivers roles; 3) Caregivers psychological and psychosocial Issues; and 4) Support. The 12 sub themes were:1) Caregivers reaction to transplant option; 2) Caregivers’ lack of basic knowledge as related to lung transplant 3) Disease progression: Reality of unanticipated changes/fear of death; 4) Pre- transplant experiences; 5) Hospital course; 6) Home care; 7) Lifestyle changes and Social activities;8) Physical health and Emotional health ; 9) Financial and Employment issues;10) Family/Friends;11) Professional support; 12) Support groups. Study results demonstrated caregivers’ lack of knowledge about transplantation, dramatic changes in caregivers ‘family life, social activities, employment, and often financial status. Results also demonstrated a need for health care providers and policy makers to recognize caregivers’ stressful life changes and implement informational, psychological and emotional interventions and policies to assist these caregivers during their stressful and tedious experiences.
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Gibbons, Shane. "The lived experiences of underemployed first-generation college graduates." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/2084.
Full textAbstract:
In this study, we conducted a qualitative exploration of the lived-experiences of underemployed First-Generation College Graduates (FGCG). The purpose of the study was to expand and promote a thoughtful discourse about a more inclusive and domain-sensitive approach to counseling underemployed first-generation college graduates. Participants’ consisted of seven underemployed first-generation college graduates in a small Midwestern city. Participants’ ages ranged from 22 to 30 years old (M= 27.8, SD=2.7). Of the participants, all were Caucasian (5 female, 2 male) and had graduated within the past six years. Using Consensual Qualitative Research (CQR; Hill et al., 2005; Hill, 2012), we conducted seven 60-minute semi-structured individual interviews. Five domains emerged from analysis of the results: (1) Messages concerning the college to work connection, (2) lived-experience of underemployment, (3) perceived barriers to adequate employment, (4) resources and coping strategies, (5) future outlook. Within these domains 10 categories and 29 subcategories emerged. A detailed summary of these results and implications will be provided.
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Neba, Denis Fuh. "The Sheltered Home Lived Experiences of the Homeless Persons." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3188.
Full textAbstract:
Homelessness has been a problem in the United States as early as the 1700s and kinship care networks provided emergency shelters and assistance to victims, neighbors, and family members. Previous studies on homelessness have focused primarily on the causes and effects of the phenomenon or on people who were not able to work due to mental or physical disabilities. The purpose of this transcendental phenomenological study was to explore and understand the lived experiences of 24-55 year old homeless individuals who are able to work but who used homeless shelters in Charlotte, North Carolina, thus helping fill a gap in the literature. The theoretical foundation of the study was functionalism. Snowball sampling was used to find five participants and data were collected using semi-structured interviews based on Rubin and Rubin's approach to interviewing. Data were analyzed using Sada's multiple stage process based on Husserl. All participants experienced worry, boredom, hopelessness, and fear of other residents. Participants also unanimously said shelters cannot be considered long-term homes. Knowledge of these experiences could enable shelter providers to develop programs and services aimed at helping residents feel safer and able to stay for longer periods of time when needed as well as ways to reduce worry, boredom, and hopelessness. This would help promote positive social change by giving residents the ability to take more advantage of counseling and job training programs for those who want to find ways to get out of the condition of homelessness.
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Kirkland, Veronica Monea. "Professional Counselors' Lived Experiences of Counseling Gender Diverse Clients." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6053.
Full textAbstract:
Gender diverse individuals experience stigma, discrimination, and transprejudice regularly, in response to daily interactions with society. These negative experiences lead to the development of physical, mental, and emotional instability. Gender diverse individuals experience transprejudice and discriminatory experiences in transpohobic counseling environments. Furthermore, current research highlights the need for counselors to increase training and knowledge to work with gender diverse individuals. The purpose of this hermeneutic phenomenological study, grounded in a Heideggerian philosophy, was to illuminate the lived experiences of professional counselors engaging in counseling with gender diverse clients and bridge the gap in the current literature. Data were collected from 7 licensed professional counselors with experience counseling gender diverse clients. using a semistructured interview and followed a structured thematic analysis process incorporating components of interpretive phenomenological analysis, ensuring thematic saturation. The results of this study highlighted 10 major themes and seven subthemes inclusive, but not limited to education and training, understanding gender diversity issues, intentional bias, and professional experience. These study findings provide insight regarding the potential to improve counselor training and preparation. Ultimately increasing knowledge and education may impact and improve the lives for the gender diverse clients by reducing transprejudice, transphobia, and other forms of bias.
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Shavel, Sherece. "African American Males' Lived Experiences of Fathering Following Incarceration." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3578.
Full textAbstract:
In the United States, African American fathers are incarcerated at a disproportionate rate and have a poor prognosis of success. Although researchers have considered how crime, paternal abuse, poverty, and social disparities have affected African Americans, they have not adequately studied how formerly incarcerated African American fathers experience parenting. The purpose of this qualitative transcendental phenomenological study was to bridge this gap in knowledge by exploring the parenting experiences of formerly incarcerated African American fathers on parole. The research question focused on the parenting experiences of African American fathers obligated to mandatory supervision following an incarceration. A criterion-based sample of 9 African American fathers from the Midwestern region of the United States completed 2 in-depth interviews. Interviews were analyzed using phenomenological techniques, resulting in 9 central themes focused on social objectification, survival, change, the agency of fatherhood, and parent-child relations. Despite difficulties and challenges, the quality of the fathers' lives hinged on the quality of their relationship with their children. The findings and recommendations from this study may advance positive social change by stimulating and guiding the efforts of human service practitioners working to develop culturally relevant interventions, and raising the awareness of advocates working to influence legislators toward comprehensive policy reform. The application of this study's findings may provoke community members to strengthen their support for African American fathers returning to the community following incarceration.
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Brown, Amanda. "The Lived Experiences of Managing Uncertainty in Chronic Illness." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4912.
Full textAbstract:
Chronic illness is an increasing concern in the United States as the CDC reports that about 50% of adults have at least 1 chronic illness. When individuals must adjust to chronic illness they may experience uncertainty regarding the illness, prognosis, and symptoms. The purpose of this qualitative, phenomenological study was to explore the lived experiences of individuals living with uncertainty in chronic illnesses. A Merle Mishel's uncertainty in illness theory was the framework used to explore the lives of individuals diagnosed and living with chronic illness. In-depth interviews were conducted with 8 individuals who have chronic disease; data were audio-recorded and transcribed. The data were analyzed using thematic coding, and stored in NVivo and categorized for commonality in results. Results revealed themes that individuals with chronic illness do experience uncertainty and that it impacts almost all aspects of their lives. The individuals expressed changes in daily activities, the need to plan ahead, altering plans based on symptoms, and retraining their minds to accept their new normal. Individuals diagnosed with chronic illness face daily challenges. Obtaining a better understanding of alternate ways to cope and manage uncertainty can greatly impact the individuals quality of life. The information produced from this study will help contribute to positive social change to enable healthcare providers to address the uncertainty at diagnoses and offer ways for individuals to cope and manage the additional stressor. Recommended areas for further research include repeating the study with a larger, more diverse sample, conducting interviews during different times of the year, and investigating the use of a multidisciplinary team approach for chronic illness treatment.
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Dante, Magaly C. "Exploring the Lived Experiences of Seniors Aging in Place." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1339.
Full textAbstract:
Baby boomers are living longer, and as they age, they will need more supportive services that may include housing, mobility, nutrition, personal care, or health care. Despite the studies that have been conducted on baby boomers aging in place (choosing to stay in their home versus move to an institution), the focus has been on the old and frail and very little has been done to address the lifestyle of active (physically functioning) baby boomers. The purpose of this phenomenological study was to understand the lived, shared experiences of active baby boomers regarding their beliefs and attitudes about aging in place and the implications of this decision. The theoretical foundation of the study was based on Atchley's continuity theory. Data were gathered through in-person, semi-structured interviews with 11 participants, age 65 and older, living in a coastal area of a southern state. Data from the interviews were inductively coded and then organized around key themes. The themes from the content analysis indicated that the participants were embracing the concept of aging in place and adjusting to their limitations (i.e. physical, financial, emotional, and/or environmental) when present. Identified barriers to aging in place were access to services (specifically medical and in-home care), financial constraints, and the inability to drive or inaccessibility of transportation. This study contributes to positive social change by providing policymakers and administrators with information to strengthen the argument that the current social service delivery system is overburdened and may not meet the demands of this population in order for them to maintain their independence and autonomy. Additionally, this study raises awareness among policymakers that driving longer will in itself possess its own challenges such as visibility concerns and roadway design not conducive to aging adults.
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Perez, Maria Rosa. "Examining the Lived Experiences of Divorce Among Hispanic Parents." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7325.
Full textAbstract:
Parental divorce does not have the same effect on all children, and the cultural background of families may have an impact on children's experience of divorce. The purpose of this research was to investigate the lived experiences of Hispanic parents of school-aged children who are divorced or are going through the divorce process in order to examine how their children adjust to this family change. Crisis theory and critical race theory were used as theoretical frameworks, and a phenomenological approach was used to collect data from 13 parents through semi-structured interviews. Twenty-seven themes (six minor, five major, 14 subthemes, and two thematic categories) were generated that relate to the impact of divorce on Hispanic children and how cultural factors influence that impact. Protective themes included guidance from extended family and friends and a prolonged process of separation/divorce due to Hispanic values regarding marriage and family. Negative themes included undesirable changes in children's actions and behaviors such as wanting to be isolated or left alone and engagement of the children in problematic behaviors. The findings were similar to studies with non-Hispanic children in regard to the changes in behavior that were observed by parents. A recurring and primary theme was the support Hispanic children obtain from and the crucial role played by extended family after divorce. The findings of this study can be used to instigate positive social change by adding to the understanding of the experience of divorce for Hispanic children and encouraging care providers to emphasize the role of extended family as a support for these children.