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Dissertations / Theses on the topic 'Personal growth and -development'
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Naslund, Melissa Nicole. "Counselor Education: A Personal Growth and Personal Development Experience." Diss., North Dakota State University, 2015. https://hdl.handle.net/10365/27862.
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A basic qualitative design was implemented to better understand the personal growth and personal development of seven master?s level counseling graduates in the mid-western United States. Three foundational questions were used to guide the study: (1) How do master?s level counseling students experience personal growth and personal development during the master?s level counselor-training program? (2) What parts of the master?s level counselor-training program contributed most to students? personal growth and personal development? (3) How do master?s level counseling graduates conceptualize how their personal growth and personal development have impacted their professional identity and their present work with clients? To address these questions, seven interviews were conducted with professional counselors who had graduated from a CACREP-accredited master?s level counseling program between the years of 2005 and 2013. Sixteen themes emerged from the interviews that addressed four main areas: 1) how master?s level counseling students experience personal growth and personal development, 2) what parts of the training program most impacts personal growth and personal develop, 3) how personal growth and development experiences impact professional?s identity development and present work with clients, and 4) how the terms personal growth, personal development, and professional development are both unique and overlapping concepts. The sixteen themes were supported by direct quotations from the participants. A synthesis of the findings and current literature was conducted and further discussion regarding the limitations of the study, suggestions for future research and implications for counselor education and supervision programs were addressed.
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Geise, Aaron C. "Personal growth and personality development well-being and ego development /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5667.
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Thesis (M.A.)--University of Missouri-Columbia, 2008.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 12, 2009) Includes bibliographical references.
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Keen-Rocha, Linda S. "Personal epistemological growth in a college chemistry laboratory environment." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002522.
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Smith, Whitney M. "Personal growth and its role in the professional development of novice clinicians." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10196173.
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This study used an inductive, qualitative content analysis to investigate what aspects or elements of personal growth influence professional development in first-year clinical psychology doctoral students. Fifty-three journal entries reflecting critical moments during clinical training were coded using consensual agreement and interpretative phenomenological analysis. This study found six core themes representing aspects or elements of personal growth influencing professional development: Hindering beliefs and experiences, uncertainty, emotional presence, cognitive shifts, experiential learning, and intent. These findings are discussed in relation to current literature. Implications of the findings, future directions for research, and personal reflections are included.
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Wong, Man Wai. "The personal growth education curriculum in Hong Kong primary schools : some case studies of development." Thesis, University of East Anglia, 2010. https://ueaeprints.uea.ac.uk/19917/.
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April, Lynne Celeste. "A teacher's story of personal and professional growth and development through the use of reflection." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53305.
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Thesis (MEdPsych)--Stellenbosch University, 2003.ENGLISH ABSTRACT: The research question I wondered about was whether becoming a reflective practitioner/teacher could contribute to a sense of empowerment and greater effectiveness in practice. I am telling my own story in this study and have chosen to do this through the use of a variant of Life History Research called Narrative Inquiry. This is a qualitative approach to research and makes use of narratives. Field texts (journal entries, family stories, teacher stories) were produced through conversations, observation and journal writing. These field texts were then presented in narrative form. Analysis of the field texts, as well as the story was done throughout the research process. I used conceptual tools developed within Narrative Inquiry to analyse the narrated data in order to foreground the two main areas namely personal and professional growth. Based on this study of my personal experience of the use of reflection, it would seem that becoming a reflective practitioner could indeed contribute to a sense of empowerment and more effective classroom practice by supporting personal and professional growth and development.
AFRIKAANSE OPSOMMING: Die navorsingsprobleem waaroor ek wonder is of die gebruik van refleksie as reflektiewe praktisyn kan bydra tot 'n gevoel van bemagtiging en groter effektiwiteit binne die klaskamer. Aangesien ek my eie storie in hierdie studie wou vertel het ek besluit om gebruik te maak van 'n variant van lewensgeskiedenisnavorsing naamlik 'Narrative Inquiry'. 'Narrative Inquiry' is 'n kwalitatiewe benadering tot navorsing en maak gebruik van stories. Narratiewe data (dagboekinskrywings, familieen onderwyserstories) is geproduseer uit gesprekke, waarneming en die skryf van 'n dagboek en is in die vorm van 'n storie vertel. Analise van narratiewe data vind plaas regdeur die navorsingsproses. In die analise van die narratiewe data is gebruik gemaak van konseptueie terme wat binne 'Narrative Inquriry' ontwikkel is om die professionele en persoonlike ontwikkeling uit te lig. Uit hierdie studie van persoonlike ervaring van die gebruik van refleksie as 'n reflektiewe praktisyn wil dit blyk dat die gebruik van refleksie wel kan bydra tot gevoelens van bemagtiging en groter effektiwiteit binne die praktyk, aangesien dit professionele en persoonlike groei en ontwikkeling ondersteun.
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Brogden, Deborah I. "Factors that facilitate a meaningful cultural immersion experience and personal and professional growth." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221295.
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Cultural diversity is affecting every aspect of society today and nurses need to be able to provide culturally competent care to remain relevant, and useful, within the current climate. Cultural immersion experiences are one of the teaching strategies that have been incorporated in an attempt to prepare nurses to be culturally competent in practice. However, there are only a few research studies that have been conducted, within the discipline of nursing, to empirically document the process and outcomes of a cultural immersion experience. Thus, the purpose of this study was to examine factors that facilitate a meaningful cultural immersion experience during a nursing program, as well as the short-term effects of such experiences on personal and professional growth and cultural awareness. The theoretical framework for the study was Leininger's theory of Culture Care Diversity and Universality.This study identified factors that were relevant and important in facilitating a meaningful cultural immersion experience within the categories of situational predetermining factors, modifying factors, and transitional factors (adjustment strategies). Situational predetermining factors identified as relevant included prior personal and professional experiences, prior attitudes and values, preparation before departure, andprior cultural knowledge. Modifying factors identified as relevant included the perception of living in another world, and being "stuck there," as well as the type of location, type of nursing experience, and people met on site. Transitional factors identified as relevant included social support from classmates and the use of coping responses such as humor, self-reliance, personal strength/faith, as well as adjustment of communication style to be able to talk with host-nationals. Finally, personal and professional growth and changes in cultural awareness were identified as outcomes of the immersion experience. Further research on the process and outcomes of cultural immersion is needed to continue to generate a base of nursing knowledge related to cultural immersion, and to assist nurse educators in the planning and execution of such experiences.School of Nursing
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Womphrey, Merry Joanna Ruth. "The development of a scale for the measurement of personal growth following the onset of chronic illness." Thesis, University of Leeds, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421327.
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Bebee, Roy L. "CREDO and the personal growth retreat a viable form of pastoral care and outreach in the United States Navy /." Theological Research Exchange Network (TREN) Access this title online, 1996. http://www.tren.com/search.cfm?p068-0059.
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Marshall, Leonie. "The development of energy in the workplace as key ingredient for systems growth and survival." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/49682.
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Thesis (MBA)--Stellenbosch University, 2000.ENGLISH ABSTRACT: The organisation of the new decade is different from the traditional, local organisation of the past. The demands of globalisation bring a certain inconsistency to the workplace. This inconsistency is a result of rapid changes in the market (expectations from customers, a broader choice of products and availability of products via global markets) as well as the demands of the individual working in the organisation (educational levels, management styles and diversity). The result of these changes is that organisations also change in their approach to the market and individual employees. The organisation has different expectations from the employees than twenty years ago. According to Carter (1999: 24), the organisation needs individuals that offer: • flexibility and an understanding that work must change and develop and that this is not a whim of the organisation but a necessity of the market; • loyalty, reflected not in long term service, but in high-energy commitment while working in the organisation; • a willingness to learn not just task related skills but the interpersonal skills to deal with others, so that they are also able to contribute to the maximum of their potential; • an enterprising mind for the organisation and for themselves; and bring their personality to work. As a result of these expectations, employees need to change their approach to work, themselves and the organisation. All these changes on individual level need to be transferred to group level in order to be effective. For this process, the creation and development of energy is needed - individual, group and organisation-wide energy. The aim of this study is to explain the importance of the development of energy in the workplace as a key ingredient for the systems growth and survival of the organisation. In order to achieve the aim, existing sources of energy in organisations will be identified, and ways in which to develop energy in individuals will be discussed.
AFRIKAANSE OPSOMMING: Hedendaagse organisasies verskil van die tradisionele, plaaslike organisasie van die verlede. Globalisering vereis dat die werkplek aanhoudend moet aanpas by wêreldwye tendense. Die eksterne markte is dinamies en voortdurend aan die verander (in terme van kliënte se verwagtinge, groter keuses van produkte as gevolg van die beskikbaarheid van produkte van regoor die wêreld). Hierdie veranderinge bring mee dat individue binne die organisasie ook ander verwagtinge het (in terme van opvoedingsvlakke, bestuurstyle en diversiteit). Die gevolg is dat organisasies hul benadering ten opsigte van markte en werknemers moet verander. Die organisasie se verwagtinge van werknemers is dus ook verskillend van wat dit twintig jaar gelede was. Volgens Carter (1999: 24) benodig organisasies individue wat: • aanpasbaar is en verstaan dat werk moet verander en ontwikkel as gevolg van markvereistes en nie omdat die organisasie noodwendig 'n nuwe rigting wil inslaan nie; • lojaal is aan die organisasie, nie noodwendig deur langtermyn diensrekords nie maar deur 'n aanhoudende toewyding deur hoë-energie insette; • gewillig is om verskeie nuwe vaardighede aan te leer, wat taakverbande vaardighede sowel as interpersoonlike vaardighede insluit sodat die individu bydraes kan lewer volgens hul volle potensiaal; • enterpreneuries is tot die voordeel van die organisasie sowel as hulself; • en hul persoonlikhede werk toe bring. As gevolg van hierdie nuwe tipe verwagtinge, sal werknemers hul benadering tot werk, hulself asook die organisasie moet verander. Hierdie individuele veranderinge moet ook oorgedra word in groepsverband om sodoende effektief te wees. Hierdie proses benodige die oordra en ontwikkeling van individuele, groep en organisasie-wye energie. Die doel van hierdie navorsing is om die belangrikheid van die ontwikkeling van energie in die werkplek uit te wys. Dit, word geargumenteer, is 'n belangrike bestandeel vir stelselgroei en die oorlewing van die organisasie. Om hierdie doelwit te bereik gaan die bestaande bronne van energie binne organisasies geïdentifiseer word en daar gaan na maniere gekyk word om energie binne individue te ontwikkel.
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Hutchins, Marsha Mitchell. "International Education Study Tours Abroad Students' Professional Growth and Personal Development in Relation to International, Global, and Intercultural Perspectives." Connect to resource, 1996. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1225391264.
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Larsson, Anna. "Personal Growth through Literature : A Case Study of Using Letters From the Inside in Teaching for Swedish Lower Secondary School." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-61673.
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This thesis investigates ways in which literature, in this case the novel Letters From the Inside, can be used in teaching English and how it can support personal growth. The teaching is undertaken in the context of reader response, which basically means that readers use their previous knowledge to interact with texts. Langer’s envisionments and Chambers’ Tell me-approach serve as the theoretical framework; both are related to each other and to personal growth. The selection of books is discussed and the importance of choosing a book that is relevant for the pupils is pointed out, as well as the obvious statement that motivation rises when the chosen novel is appreciated by the reader who has affinity with the characters. Conclusions drawn are that personal growth is a wide concept, for which interaction is important, since it may increase the understanding of others. A tolerant and safe classroom environment is necessary, especially if you want pupils to discuss personal and perhaps, subjects that are sensitive to them.
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Cho, Sujung. "A Multi-Level Model of Personal Victimization Among South Korean Youths." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1439562384.
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Lord, Kay Elizabeth. "The personal growth and career development of organisational change agents : a narrative study of the careers of experienced practitioners in an Australian setting /." View thesis, 2000. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030630.140339/index.html.
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Thesis (M.Sc.) (Hons.) -- University of Western Sydney, Hawkesbury, 2000.A thesis presented to the University of Western Sydney, Hawkesbury, in fulfilment of the requirements for the degree of Master of Science (Hons.), November, 2000. Bibliography : leaves 154-162.
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Lord, Kay Elizabeth, University of Western Sydney, and Faculty of Social Inquiry. "The personal growth and career development of organisational change agents : a narrative study of the careers of experienced practitioners in an Australian setting." THESIS_FSI_SEL_Lord_K.xml, 2000. http://handle.uws.edu.au:8081/1959.7/317.
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This study was initiated by the need to develop change agent skills in a group of consultants from a large government organisation facing major challenge from a competitive market. In order to develop a program, a group of mature and experienced change agents, with around 20 years experience in a variety of different organisations in each case, was asked, through the medium of an unstructured interview, to tell the story of their own growth and development. A model of 12 factors was developed, based on recent studies of leadership, the researcher's own career experience and an analysis of a well known practitioner's biography. This model was used to analyse the content of the interview material. The study found that there were a small number of factors which distinguished the development of this group from that of leaders who had been the subject of earlier studies. These were, firstly, the primary influence of the mother as role model. for both men and women. Secondly, the influence of early confrontations with established systems of power being employed in abusive ways, which developed a commitment to preserve the freedom of individuals to participate in decisions which affect their lives. Finally, a belief in the critical part ethics, integrity and the continual practice of learning for self-awareness, plays in maintaining a sustainable career as a change agent. The conclusions for a program of development for change agents are, firstly, that prospective participants should self assess their personal experiences from childhood, their attitudes to learning and the maintenance of an integrated self as an essential for mediating between stakeholder groups. Secondly, the influence of practical experience far outweighs that of schooling or academic studies. Thirdly, change agents employ what Bateson describes as type III learning, more than any particular theoretical approach, when designing organisational interventions. The study concludes that further research into the nature of the attachment bonds formed by change agents in childhood is needed to better understand the psychological dynamics which support excellent and sustainable practice.Master of Science (Hons)
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Lord, Kay Elizabeth. "The personal growth and career development of organisational change agents : a narrative study of the careers of experienced practitioners in an Australian setting." Thesis, View thesis, 2000. http://handle.uws.edu.au:8081/1959.7/317.
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This study was initiated by the need to develop change agent skills in a group of consultants from a large government organisation facing major challenge from a competitive market. In order to develop a program, a group of mature and experienced change agents, with around 20 years experience in a variety of different organisations in each case, was asked, through the medium of an unstructured interview, to tell the story of their own growth and development. A model of 12 factors was developed, based on recent studies of leadership, the researcher's own career experience and an analysis of a well known practitioner's biography. This model was used to analyse the content of the interview material. The study found that there were a small number of factors which distinguished the development of this group from that of leaders who had been the subject of earlier studies. These were, firstly, the primary influence of the mother as role model. for both men and women. Secondly, the influence of early confrontations with established systems of power being employed in abusive ways, which developed a commitment to preserve the freedom of individuals to participate in decisions which affect their lives. Finally, a belief in the critical part ethics, integrity and the continual practice of learning for self-awareness, plays in maintaining a sustainable career as a change agent. The conclusions for a program of development for change agents are, firstly, that prospective participants should self assess their personal experiences from childhood, their attitudes to learning and the maintenance of an integrated self as an essential for mediating between stakeholder groups. Secondly, the influence of practical experience far outweighs that of schooling or academic studies. Thirdly, change agents employ what Bateson describes as type III learning, more than any particular theoretical approach, when designing organisational interventions. The study concludes that further research into the nature of the attachment bonds formed by change agents in childhood is needed to better understand the psychological dynamics which support excellent and sustainable practice.
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Doerries, Denyse Brennan. "The growth and development of novice family counselors theory to practice." W&M ScholarWorks, 1999. https://scholarworks.wm.edu/etd/1550154051.
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Groenewald, Greta. "Self-management : an intervention to facilitate optimum growth during management development." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53585.
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Thesis (MBA)--Stellenbosch University, 2003.ENGLISH ABSTRACT: The changing environment has had an influence on managerial skills and competencies. The question is what will be expected from the millennium manager? Thus what competencies would be needed to cope in the now faster changing era and how must training interventions be adapted to ensure optimum development opportunities? Although management is found at all levels and in all functions of an organisation, each level and each role requires different personal skills for the performance of the management task. However conceptual skills which involves the manager's thinking and planning abilities and interpersonal skills which refer to the ability to work with people, are mutually inclusive to all managerial positions. From literature it is clear that there are many methodologies available for management development such as corporate universities, outsourcing to local accredited colleges and universities for specialised programs such as a formal MBA, mentoring programs, leadership development programs, self-directed learning and career development. Critical evaluation of these interventions however indicate that conceptual skills are addressed but that the social and emotional dimensions are lacking. The focus of development interventions must shift to a more holistic, integrated approach of employee well-being. Another question to be asked is do educators take cognisance of the fact that personality and or psychological types are learning in different ways under different circumstances. In literature there seems to be very little evidence that programs are adapted to cater for these differences. From the literature sufficient information regarding learning theories, andragogy, learning styles and management development models is available. The challenge however is to incorporate and integrate the available information effectively to address the needs of a psychological, culturally diverse population. The trend in management development is moving towards incorporation of emotional intelligence as one of the components of development programmes. The emotional competence framework focus on personal competence which determines how we manage ourselves, and on social competence which determines how we handle relationships. In order to be able to effectively manage ourselves we have to focus on self-awareness, self-regulation and motivation. Therefore the need exists for a selfmanagement intervention in management development programmes. Very little information is available in existing literature on self-management programmes. The outcome of this literature survey is a suggested framework for a self-management module. The framework suggests three phases namely phase 1: Self-discovery which entails the gathering of information regarding personality and learning styles, brain dominance and the emotional intelligence (EO) map. Phase 2: Self-transforming which starts with the analysis of the self-discovery interventions, followed up by a guided process of self-transforming which entails personal goal setting and action plans. Phase 3: Self-mastery which is an active working towards the goals in all spheres of one's life, and celebrating "victories" to reinforce newly acquired skills or competencies. A follow-up on this study would be to develop a detailed module, integrating all the principles, theories and models to ensure a management development intervention that succeeds in providing "self-managing managers"!
AFRIKAANSE OPSOMMING: Die veranderende omgewing en tye het 'n invloed gehad op bestuursvernuf en bekwaamheid. Die vraag is dus: Wat sal verwag word van die "Millennium Bestuurder"? Dit wil sê, watter bekwaamhede sal nodig wees om aan te pas by dié vinniger veranderende era en hoe moet beroepsopleiding aangepas word vir optimum ontwikkelingsgeleenthede. Alhoewel bestuur gevind word op alle vlakke en in alle funksies van 'n organisasie, vereis elke vlak en elke rol verskillende persoonlike kundighede vir die uitvoer van die bestuurstaak. Konsepsuele kundigheid, wat na die bestuurder se denkvermoë, beplanningsvernuf en interpersoonlike vaardighede verwys, is wedersyds ingeslote by alle bestuursvlakke. Vanuit die literatuur is dit duidelik dat daar baie metodes van studie beskikbaar is vir bestuursontwikkeling soos korporatiewe universiteite, plaaslike ge-akkrediteerde kolleges en universiteite vir gespesialiseerde programme soos 'n formele MBA, mentorskapprogramme, leierskapontwikkelingsprogramme, self-gedrewe leeraktiwiteite en beroepsontwikkeling. Kritiese evaluasie van die intervensies wys daarop dat konsepsuele kundighede wel geadresseer word, maar dat die sosiale en emosionele dimensies ontbreek. Die fokus van ontwikkelingsintervensies moet skuif na 'n meer holistiese geïntegreede benadering in terme van werknemersgesondheid. Ons kan die vraag afvra of opvoeders wel kennis neem van die feit dat persoonlikheids- en sielkundige tipes verskillend leer onder verskillende omstandighede. In die literatuur blyk daar min bewyse te wees van programme wat aangepas is om vir dié verskille voorsiening te maak. In die literatuur is daar wel genoegsame inligting oor leerteorieë, andragogie, leerstyle en bestuursontwikkelingsmodelle. Die uitdaging is dus om die beskikbare inligting te inkorporeer, integreer en die behoeftes van 'n sielkundig, kulturele diverse populasie effektief te adresseer. Die neiging in bestuursontwikkeling is die inkorporering van emosionele intelligensie as een van die komponente van ontwikkelingsprogramme. Die emosionelevaardigheidsraamwerk fokus op persoonlike vaardigheid, wat bepaal hoe individue hulself bestuur, en op sosiale vaardigheid, wat bepaal hoe individue verhoudings hanteer. Dus die behoefte bestaan vir 'n self-bestuurs intervensie in bestuursontwikkelingsprogramme. Baie min informasie in Suid-Afrikaanse navorsing is beskikbaar in bestaande literatuur op self-bestuursprogramme. Die uitkoms van dié literatuurstudie is 'n voorgestelde raamwerk vir 'n self-bestuurs module. Die raamwerk stel drie fases voor naamlik, Fase 1: Self-ontdekking wat insluit die invordering van informasie aangaande persoonlikheids-en-Ieerstyle, brein dominansie en die emosionele intelligensie kartering. Fase 2: Self-transformasie wat begin by die analise van die self-ontdekkings intervensies, gevolg deur 'n gereguleerde proses van selftransformasie wat omvat persoonlike doelstellings en aksie planne. Fase 3: Selfbemeestering wat 'n aktiewe strewe is na die bereiking van doelstellings in alle sfere van 'n individu se lewe en die viering van "oorwinnings" om nuutgevonde vaardigede en kundighede te versterk. 'n Opvolg op dié studie sou wees om 'n gedetailleerde module saam te stel wat al die beginsels, teorieë en modelle integreer om sodoende 'n bestuursontwikkelings intervensie te verseker met "self-besturende bestuurders" as uitkoms!
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Branham, Stacy Marie. "Designing Technologies for Empathic Communication." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/51750.
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If you have ever used your phone while on a date to send a text message, or snapped a picture with a friend to upload to Facebook, or cut a sentence down to 140 characters to broadcast on Twitter, you may agree with some leading Social Scientists that technology is changing the way we relate with one another. Our interactions through technology seem to be getting increasingly short with less sophisticated language. More and more, our thoughts are broadcast to everyone instead of intended for someone special. Yet, there is something profoundly human and central to our development that is neglected in these interchanges. Close human relationships---with families, significant others, friends---need complex, intimate, ongoing conversations in order to create and maintain empathic connectivity. In these types of conversations, individuals become part of one another, defined by each other. Together, they change, they grow, they find meaning in life. This is, in essence, what I call Empathic Communication.
Until now, this concern has been largely neglected in the field of Human-Computer Interaction, a community of researchers and technology designers who are arguably best positioned to address it. To suggest one path forward, in this dissertation I raise the question of whether computer technologies can become brokers of Empathic Communication between people who care about each other, with a specific focus on intimate partners. How can we conceptualize Empathic Communication, how can we build tools that support it, and how do we know if we have succeeded?
I address these questions by creating a simplified model of the therapeutic process of intimate reconnection, or the 4Rs framework---Repattern, Reflect, Restory, Reconnect. Using the 4Rs framework as an ideation tool, I designed and field-tested a technology concept for a dyadic journaling application, Diary Built for Two, that might help romantic partners reconnect through deep communication. Using the 4Rs framework as an evaluation tool, I found that Diary Built for Two enabled more intimate, more thoughtful, more Empathic Communication that changed the way partners saw themselves, one another, and their relationship. Unexpectedly, I found that research interviews I conducted with intimate partners had the same type of therapeutic effect. Simply asking partners questions about their relationship caused them to reflect on and change their understandings of their relationship and each other.
To guide other researchers and designers of Empathic Communication Technologies (ECTs), I present a set of specific outcomes of my study. First, I present Symmetric and Asymmetric interface profiles, which identify new human-technology configurations that may better support deep communication---for example, having one shared device between two people, as opposed to one separate device for each. I also share some of the ways in which research interviews may positively and negatively affect study participants towards reconsidering current informed consent practices. Both of these findings showcase the utility of selectively conceptualizing our technology designs as well as our research methods as therapeutic interventions; when we apply the therapy metaphor, new design and research opportunities become apparent.Ph. D.
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Hummel, Amanda Sue. "ANALYSIS OF FIRST-YEAR STUDENT PERCEPTIONS REGARDING THE EFFECTIVENESS OF UVC 101 CLASSES ON ACADEMIC ACHIEVEMENT, SOCIAL SUCCESS, AND PERSONAL GROWTH AND DEVELOPMENT BASED ON HIGH SCHOOL G.P.A." Wright State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=wright1214860558.
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Wilson, Mark A. "Developing and implementing a life coaching process among select members of Sierra Baptist Church of Visalia, California." Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p054-0286.
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Southwood, Paul Harcourt. "An analysis of the effective management of growth in a selected business in the body-in-white automotive industry, to improve employee relations." Thesis, Port Elizabeth Technikon, 2003. http://hdl.handle.net/10948/198.
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Body-In-White business forms part of the automotive industry. The industry is highly specialized and usually operates under tremendous pressure due to the competition within the industry as a result of an oligopolistic market, limited resources, short lead times and the contractual nature of the industry. The selected business has grown steadily over the last five years in terms of the number of employees that have been employed. It is said that employees are a business’s most important asset. How effectively a business is managed during growth and the relationship management has with the employees during that period are critical to a business in maintaining a competitive advantage. Effective management and sound employee relations could ensure the longterm profitability and sustainability of the business. This paper is intended to analyse the selected business to determine how effectively the business is managed and the state of employee relations within the business. Various aspects to effective management and employee relations are presented through a literature study in order to identify the means required to manage effectively and to promote and maintain sound employee relations. A two-pronged approach was undertaken in the applied research. Firstly, a survey with the aid of a structured questionnaire was undertaken among the management of the selected business to gather information. A second survey also with the aid of a structured questionnaire was undertaken among all the employees. The purpose of the two different questionnaires was to make an analysis of the business and to determine whether management and the employees held the same views, or differed on related topics. Mostly management indicated that managerial effectiveness is critical to remaining competitive. Employees indicated that management does not plan and organise an orderly workflow and that employees rely on their overtime remuneration. There was a general agreement by management and employees that more than one person attends to human resource related issues. Effective human resource planning is not enforced to maintain a motivated workforce, as human resource policies and procedures do not pay special attention to employee relations. Among the main findings, the study revealed that while there are some aspects of effective management lacking in the business, the business is mostly managed effectively. However, not enough attention is paid to effective human resource management, as training and development programs for management and employees are lacking and certain human resource issues need to be addressed.
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Rudbäck, Marie-Christine. "Dynamisk Ledarutveckling : En ny metod för personlig utveckling av ledare skapad genom integration av två etablerade metoder för personlig utveckling." Thesis, Stockholms universitet, Centrum för de humanistiska ämnenas didaktik (CeHum), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-92727.
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Syftet med denna studie är att teoretiskt pröva att integrera en etablerad metod för personlig utveckling, The Skilled Helper, med metoden Dynamisk Pedagogik och skapa en ny metod för en specifik tillämpning, personlig utveckling av ledare. Integrationen görs med hjälp av en etablerad metametod för metodutveckling. De bägge ingående metoderna värderas enligt fastställda kriterier. Samma kriterier används sedan för att värdera den nya metod som designas. Med detta har studien uppnått en jämförbarhet mellan de tre metoderna avseende parametrar som är centrala och relevanta för metoder och metodskapande. Studien skall besvara en rad olika frågeställningar såsom: Går det att skapa en integrerad ny metod förpersonlig utveckling baserat på av två befintliga metoder: The Skilled Helper och Dynamisk Pedagogik? Vad händer när man integrerar dem? Blir det konflikter eller synergieffekter mellan de bägge metoderna? Vad är kvar av Dynamisk Pedagogik? Den nya metoden som skapas, faller den inom ramen för etablerad ledarutveckling? Kan den kallas för en metod för ledarutveckling? Resultatet visar att metodintegrationen gick att genomföra då det förelåg en tillräckligt god grundläggande förenlighet mellan de två ursprungsmetoderna på en rad nyckelområden. Dock fanns kritiska vägval att göra vid design av den nya metoden, vilket gör att den nya metoden blev särskiljande från de bägge ursprungsmetoderna. Resultatet visar att det inte blir konflikter, efter som de vägval som behövde göras inte gav upphov till konflikt inom den nya metoden. Inte heller uppnås synergieffekter, då den nya metoden utformades för ett syfte som avvek från ursprungsmetodernas respektive syften. Resultatet visar slutligen att endast två av tre centrala förhållningssätt från Dynamisk Pedagogik finns kvar i den nya metoden som skapas, det självpedagogiska och det skapande förhållningssättet. Det tredje och mest centrala förhållningssättet, det samspelande, som bygger på att lärande sker i samspel med andra individer, kunde inte tillgodoses då den nya metoden enbart är utvecklad för individuell utveckling. Därför kan inte den nya metoden kallas att vara en variant av Dynamisk Pedagogik. I analysen diskuteras huruvida den nya metoden uppfyller de krav och önskemål som framställs i litteraturen på förändrad ledarutveckling och emotionell intelligens bland ledare. Den nya metoden visar sig kunna möta de flesta krav och önskemål som ställs men det går inte att påvisa om det ger den önskade effekten såsom förändrat ledarbeteende genom ökad självinsikt och självkännedom. Den nya metoden får i resultatet benämningen “Dynamisk Ledarutveckling” då metoden harmonierar både med innebörden av begreppet dynamisk och begreppet ledarutveckling.Författaren kan kontaktas på e-postadressen: titti.rudback@rudback.nu
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Treadway, Mona. "Young Adults in Transition: Factors that Support and Hinder Growth and Change." Antioch University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1486639727837041.
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Huey, Ong Leng. "A minister's personal growth." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.
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Greenspan, Lisa Cheryl. "Running head : opportunities for personal growth." Thesis, City University London, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.546735.
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Bitter, James, William Nicoll, Monica Nicoll, and Erik Mansager. "Counseling for Personal, Spiritual, & Relational Growth." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/6096.
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Neale-McFall, Cheryl, and Rebekah J. Byrd. "Counseling Masters Student’s Personal Growth Group Experience." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/888.
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Participating in and experiencing a counseling growth group is a process that is required in all CACREP-accredited counseling programs. Existent literature suggests that multiple variables may impact participants’ learning in growth groups, and call into question the effectiveness of such groups. Overall, the majority of the research (Barnette, 1989; Hogg & Deffenbacher, 1988; Yalom & Leszcz, 2005) implies that growth groups have the potential to produce meaningful and positive outcomes; however, there are gaps in the literature that do not address the direct experiences of individuals in growth group (Berman & Zimpfer, 1980; Goodrich, 2008). This article presents research that utilized phenomenological methodology to explore the experiences of 13 counseling maters’ students who participated in a growth group as part of their degree requirements. Data were collected through individual interviews and focus groups. Eight themes emerged from the analysis in regard to group process and setting. Awareness gained by participants relevant to the perceived purpose of the group, as well as qualities of effective groupleadership, was also examined.
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Disque, J. Graham. "Sexuality and Personal Development." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/2839.
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Jäderberg, Josefin. "Development of a Personal Cooler." Thesis, KTH, Maskinkonstruktion (Inst.), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-182640.
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This master thesis project within product development is established for Electrolux. The project was a collaboration between the Royal Institute of Technology, Lund University and Electrolux department Healthy Home. The goal with this project was to deliver a concept proposal for Electrolux on a product with the purpose to cool one individual, a concept called “Personal cool”. The project concerns the cooling of one individual, cooling in this case meaning to lower the temperature to achieve a greater comfort for the user. The concepts should consider feasibility as well as usability. The developed concept should be able to be produced within 3-4 years. In order to deliver a feasible concept within the project scope, the developed concept should use existing technologies and components. To achieve the set goal, to deliver a concept proposal for Electrolux, the project’s intention was to answer the following research questions: What technology could be integrated in a personal cool? Which main components can be identified for the chosen technology? What are the requirements for a personal cool? The project included various stages and methods to achieve the delivered result. Activities such as research, market analysis, consumer survey, concept development, calculations, prototypes and CAD-models were implemented. The customer needs and desires were collected and combined with the given project requirements set by Electrolux. The outcome of this resulted in a requirement specification, which was used to eliminate the identified technologies and the developed concepts. The result was to use Peltier Modules as the technology to generate cold for the concept. The main components were identified to be Peltier modules, heat sinks and fans. These were selected after performance calculations. The goal was achieved and the research questions are answered. The results of this project are considered to be successful. The developed concept of a Personal cool includes the selected technology, the main components as well as internal and outer design. Finally, it can be concluded that this project contributes to an innovative concept for Electrolux, when this product category and technology is not existing within the department, Healthy Home, at Electrolux.Detta examensarbete är ett produktutvecklingsprojekt som är framtaget för Electrolux. Projektet var ett samarbete med Kungliga Tekniska Högskolan, Lunds Universitet och Electrolux avdelning Healthy Home. Målet med projektet var att ta fram ett konceptförslag till Electrolux på en produkt med avsikt att kyla en person, ett koncept som kallas ”Personal cool”. Projektet avser kylning av en individ, med kylning i detta fall menas att sänka temperaturen för att uppnå en ökad komfort för användaren. Konceptet hade som avsikt att beakta genomförbarhet samt användarvänlighet. Det framtagna konceptet skulle vara möjligt att producera inom 3-4 år, därför skulle existerande teknik och befintliga komponenter användas. För att uppnå målet att leverera ett konceptförslag till Electrolux hade projektet som avsikt att besvara följande forskningsfrågor: Vilken teknik kan integreras i konceptet ”Personal cool”? Vilka huvudsakliga komponenter kan identifieras för den valda tekniken? Vilka är kraven för en ”Personal cool”? Projektet innehöll olika steg och metoder för att uppnå det levererade resultatet. Aktiviteter så som efterforskningar, marknadsundersökning, enkätstudie, konceptutveckling, beräkningar, prototyper samt CAD-modeller gjordes. Kundernas behov och krav sammanställdes och sammanslogs med de givna projektkraven satta av Electrolux. Det resulterande i en kravspecifikation som användes för att utvärdera de identifierande teknikerna samt koncepten. Resultatet blev att använda sig av Peltier-moduler som teknik i konceptet. Komponenterna som identifierades var Peltier-moduler, kylflänsar och fläktar. Dessa valdes efter beräkningar för att fastställa kapaciteten. Målet med projektet är uppnått och forskningsfrågorna är besvara, därav anses resultat av projekt vara framgångsrikt. Det framtagna konceptet på en ”Personal cool” innefattar vald teknik, huvudkomponenterna så väl som inre- och yttre design. Avslutningsvis kan konstateras att projektet bidrar till ett innovativt koncept för Electrolux, då denna produktkategori och teknik inte innefattas inom området på avdelningen Healthy Home.
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Gordon, Lisa Lande 1961. "Identity development and personal expressiveness." Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/277201.
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A third defining dimension of identity has been proposed in addition to those of exploration and commitment. This study set out to demonstrate a relationship between identity scores as measured by the Extended Objective Measure of Ego-Identity Status and the third defining dimension, personal expressiveness, as measured by the Personal Expressiveness Activities Questionnaire. Results demonstrated a strong relationship between identity scores and expressiveness with a significant positive correlation between the achievement subscores and expressiveness, and significant negative correlations between the moratorium, foreclosure, and the diffusion subscores. The results appear to validate that expressiveness is indeed a third defining dimension of identity, however recommendations are made based on this study's findings regarding the adequacy of Waterman's Seven-Category Paradigm. Limitations and implications of the study are discussed.
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Hunt, Celia. "Personal fictions : the use of fictional autobiography in personal development." Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285106.
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This thesis contains the results of my research between 1994 and 1998 into the uses of fictional autobiography in personal development. The topic arose out of my observation, both of my own experience and the experience of students attending my creative writing courses, that writing fictional autobiography as part of a writing apprenticeship not only enabled the development of writing skills and the finding of a writing 'voice', but often had a therapeutic effect on the writer's relationship with himor herself, and with his or her significant others. I set out to explore this observation through an examination of my creative writing course 'Autobiography and Fiction' (subsequently called 'Autobiography and the Imagination'), which I taught at the University of Sussex Centre for Continuing Education from 1991 to 1996. I issued questionnaires to all 78 students who had taken this course, to generate data on the benefits of engaging in the writing of fictional autobiography. I also conducted interviews on the same topic with 5 of these students. I analysed the resulting data using the theory of the Germani American psychoanalyst Karen Horney, and to a lesser extent that of object relations theorists D.W. Winnicott, Christopher Bollas and Marion Milner. Where appropriate, I also used theory of literary and social narrative. The thesis presents the three main findings of the research, namely, that the writing of fictional autobiography (1) can facilitate a closer contact with the inner life, resulting in a stronger sense of identity and the finding of a 'writing voice'; (2) can help to reveal and work through problems of identity which cause writer's block; and (3) can provide a means of're-writing' self-narratives which have been 'written' in the psyche by family and society. The thesis concludes with some suggestions as to how fictional autobiography might be used in a self-analytic or psychoanalytic context.
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Haag, Markus. "Personal knowledge development in online learning environments : a personal value perspective." Thesis, University of Bedfordshire, 2010. http://hdl.handle.net/10547/134937.
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This thesis investigates personal knowledge development in online learning environments and the impact that personal values have on it. Personal knowledge development was investigated from the perspective of Nonaka’s SECI model of organisational knowledge creation. This model served as the basis for an adapted model that conceptualises personal knowledge development in online learning at the individual level. The personal value types of the Schwartz Value Survey and the Portrait Values Questionnaire were adopted to measure personal values and their impact on personal knowledge development in online learning environments. Three data collection approaches were used. First, an exploratory study was conducted which elicited online learners’ experiences of their personal knowledge development in online learning; this study used online discussion forums for data collection. Second, a Delphi study was carried out. Experts were asked which of the ten individual-level value types by Schwartz are likely to be particularly relevant in the context of online learning. Third, an online survey was created. Its aim was to measure the impact that personal values and background variables, such as gender and age, have on personal knowledge development in online learning. A measurement instrument was devised that measures three of the SECI modes, namely Externalisation, Combination and Internalisation. This instrument measures the magnitude of online learners’ Externalisation and Combination activities as well as their level of Internalisation, i.e. the outcomes of personal knowledge development. Results of the exploratory study show that there are widely diverging experiences of personal knowledge development in online learning. The literature review suggests that the cultural situatedness of an online learning environment is an important influencing factor on personal knowledge development. The results of the Delphi study suggest that Self-Direction, Stimulation, and Achievement are particularly relevant value types in the context investigated here. Finally, the online survey confirms this view, as all three value types were found to be positively correlated with Externalisation, Combination, and Internalisation, with the exception of the Achievement-Combination relationship. A modified version of the SECI model is proposed, which extends the applicability of the original SECI model from the organisational to the individual level. It is argued that this model is suitable to describe personal knowledge development in the context of online learning. The study also contributes to closing the gap in research on the impact of personal values in the context investigated in this study. Moreover, a measurement instrument was created that can be used to measure Externalisation and Combination, i.e. personal knowledge development processes, and Internalisation, i.e. personal knowledge development outcomes.
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Boskic, Natasha. "Ethics in immersive gameworlds : personal growth and social change." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/37739.
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This research was conducted to gain a deeper understanding of ethical issues confronting Alternative Reality Game (ARG) players who, when faced in a gameworld with actual life problems, must collectively reach solutions which are expressed through narratives and critical literacy. The aim of this research was to draw on the experience of game players engaging in the ARG, “Urgent Evoke,” in order to respond to the following research questions: 1) What kinds of moral functioning are evident in human play in immersive gameworlds; 2) How can players and educators who use these spaces grow as individuals in their ethical sensibilities?
The method of analysis for this study was virtual ethnography, including pre- and postgame surveys and interviews and the analysis of artifacts created during the game. The four-component model of moral functioning (Narvaez & Lapsley, 2005) was used as a framework for analysis with the following main categories: judgment, sensitivity, motivation, and action. However, because Narvaez and Lapsley’s division in skills and sub-skills appeared too inflexible for broad understanding of the behaviours under review, additional coding was applied.
Study results suggest that ARGs motivate players to contribute to the game, and that through such contribution participants may arrive at understandings that encourage them to make changes in their behaviours outside of the gameworld. In the four component areas, the ARG offered fertile space for growth and learning through discussion, negotiation, and reflection. The study suggests that ARGs can be used successfully to encourage sensitivity to questions of ethics.
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Thomadaki, Olga. "How mothers experience personal growth after a perinatal loss." Thesis, City University London, 2012. http://openaccess.city.ac.uk/3008/.
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In the UK, babies are considered stillborn when they are born dead after the 24th week of gestation. Death within the first four weeks of life is defined as a neonatal death. Both stillbirths and neonatal deaths comprise perinatal deaths. This type of bereavement constitutes a traumatic loss and although there is a plethora of research focusing on the resulting parental psychopathology, research on adaptive grief resolution and posttraumatic growth is scarce. Qualitative methodologies exploring perinatal bereavement and posttraumatic growth from a perspective of counselling psychology are absent in the literature although repeatedly invited by theorists. To date, only one quantitative study has explored the phenomenon of posttraumatic growth on bereaved parents after a perinatal loss (Büchi, et al., 2007). Moreover, the available qualitative literature on bereaved mothers after a perinatal loss is conducted by disciplines other than psychology and has largely focused on birth, hospital practices, burial ceremonies and the initial grief reactions. Thus, this project aims to address psychology’s relative neglect of the topic by exploring qualitatively “How mothers experience personal growth after a perinatal loss”. The research methodology employed was Interpretative Phenomenological Analysis (IPA). Eight semi-structured interviews with women who had lost their firstborn baby perinatally were conducted. The analysis revealed four super-ordinate themes; the first and the second mainly present the traumatic quality of this type of bereavement and the multiple losses involved. The third super-ordinate theme presents all the coping mechanisms that were activated by participants in order to work through their loss; while the fourth presents the positive changes that came as a consequence of the experience and their efforts to psychologically survive that loss. The research findings suggest that following this traumatic loss mothers, struggling with distress and anguish, can also experience positive transformations. The possible role of counselling psychologists and psychotherapists in this journey of personal positive transformation of bereaved mothers is explored.
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Kim, Jo Kyung. "The Biblical approach to church growth through personal evangelism." Lynchburg, Va. : Liberty University, 2000. http://digitalcommons.liberty.edu.
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Antia, Yezdi F. "Personal computer development system software architecture." Thesis, Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/104287.
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Nash, Dennis William. "The idea of personal development with special reference to personal, social and moral development (PSME) in education." Thesis, University of Leeds, 1990. http://etheses.whiterose.ac.uk/705/.
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The notion of Personal Development is situated in the domain of values, especially moral values. Moral values are concerned with what is right alongside what is good in its several aspects. For curriculum purposes, Personal Development finds its sense largely within the content provided by the terms 'moral' and 'social' in PSME. 'Personal' is not an independent category. But there is a certain overlap between Personal Development and Self-Development, where the latter term refers to an individual's generic human development. A person's individuality is not in a confluence of differently combined qualities and attributes. An individual is strongly a person in those values that he appropriates or endorses as his own. Values connect a person strongly with his unity and continuity as an individual over time. Our worth as persons attaches to our reciprocal relationships with each other and to ourselves for ourselves insofar as we maintain integrity in our own projects. To this extent values have an objective reference. I want to show the manner in which a person is attached to the values that confront him in a pluralist society. It is not just that values are realized in a person's life; it is the relation he has to those values. Those values are expressed in the constituents of Personal Development - namely, those personal qualities and attributes thought desirable - and will be 'strongly' or 'thinly' present in that person. In respect of these qualities and attributes he will be strongly or thinly attached to his human world. This is a question about the manner of our residence in our own being and about the relation that our being has to the 'ways of being persons' in the human world. A person is culturally emergent, although some versions of self-realization give the impression that the individual is prior to culture. There is a certain circularity in what we might call absolute or intrinsic values, especially moral ones. For example, we may want to say that we acquire virtues in order to flourish in life. But what constitutes flourishing will be captured in 'contested' value terms and will therefore shape what we take virtues to be.
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Lindquist, Lareau E. "The glory of God as it relates to personal growth." Online full text .pdf document, available to Fuller patrons only, 1985. http://www.tren.com.
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Boyd, Tamar Mary. "Autonomy, Competence, Relatedness, and Personal Growth Initiative Among Postpartum Women." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2792.
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Prior research on maternal postpartum care, the transition to motherhood, pelvic floor dysfunction, and pelvic floor muscle training (PFMT) has revealed that postpartum women are often denied the basic information, instruction, and preventive strategies necessary for optimal postbirth rehabilitation and psychological well-being. Employing a dual framework of self-determination theory and personal growth initiative (PGI) theory, this quantitative study utilized a cross-sectional design to investigate if autonomy, competence, and relatedness satisfaction predicted PGI in postpartum women. Differences in autonomy, competence, relatedness, and PGI between PFMT practicing and nonpracticing postpartum women were also examined. A web-based survey method was employed to collect data from 229 postpartum women, which consisted of 121 women not practicing PFMT and 108 women practicing PFMT. The Basic Psychological Need Satisfaction and Frustration Scale measured autonomy, competence, and relatedness. The PGI Scale-II measured PGI. Standard multiple regression and 4 independent-samples t tests were used to analyze the data. Results indicated that autonomy, competence, and relatedness predicted PGI. There were no significant mean differences between PFMT practicing and nonpracticing women. These findings have implications for positive social change such that the medical community and policy makers can utilize the fulfillment of postpartum women's needs for autonomy, competence, and relatedness to improve women's odds for optimal adjustment and adaptation to life after childbirth.
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Eshet-Vago, Anat. "Comparing group processes between an intensive verbal personal development group and an intensive dance movement personal development group." Thesis, University of Hertfordshire, 2017. http://hdl.handle.net/2299/19015.
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The study aimed to identify and understand the phenomenon of group processes comparing two Personal Development (PD) group modalities. One group mainly used verbalisation and the other mainly used movement for interaction and self-expression. Group processes were expressed through the analysis of the participant's non-verbal movements and the verbal expressions of their experience in the group. The thesis of this study was that group processes can be expressed and identified through movement and verbal expressions. This study built on previous studies that have explored group processes in both Dance Movement Psychotherapy (DMP) and in Verbal Group Psychotherapy fields in relation to PD groups. Two theoretical frameworks that underpinned this study were: DMP as group work and Group Psychotherapy with the primary focus on group processes in PD groups. These theories were selected for their pertinence to the understanding of group processes and PD groups. The comparison between the groups intended to answer the study's question: which group processes as expressed verbally and non-verbally in movement can be identified in a dance movement PD group compared with a verbal PD group? Qualitative hermeneutic phenomenology methodology was employed in this study in order to answer the above question using two collection and analysis methods: movement observation using Laban Movement Analysis (LMA) and a thematic analysis of participants' verbal reflections in semi-structured interviews. The findings of the study have shown which group process developed in each of the PD groups identified through the two collections methods. For instance, they were conflict, rivalry, trust, intimacy and cohesion. The analysis of the DM PD group has shown differences in findings between that which the movement observation identified and that which participants described in the interviews. The study aimed to contribute to the body of knowledge regarding group processes in DMP and group psychotherapy theory and research. Exploring group processes through the use of movement and verbalisation adds to the professional development and training in both fields. The study outcome offers an original contribution to practice, through the development of a group work guide for facilitators, derived from the group processes conceptual model. It represents a new way of understanding group processes and dynamics through the observation of a group's movements and verbal reflections by participants. This guide is aimed at supporting facilitators of PD groups when considering interventions both when leading groups and when reflecting on the groups' processes.
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Florio, Zintel Linda. "Exploring personal development and implications for leadership." Thesis, Cranfield University, 2012. http://dspace.lib.cranfield.ac.uk/handle/1826/8044.
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In leadership development, an established literature and a fertile praxis fall short of clarifying how individuals may develop the many and varied capabilities that contribute to leadership processes. Literature promoting personal growth tends to reduce personal development to cognitive development or rely on broadly defined and under-evidenced notions. The adult development literature offers to this research a conceptualization of personal development as systemic qualitative change in individual sensemaking. As sensemaking develops, it progresses toward greater integration (of interdependent cognitive, emotive, purposive, and conative dimensions), sophistication, and self-determination. The research aimed to examine how changes in the sensemaking of individuals may result in developmental outcomes relevant for personal and leadership development.
This inquiry moves from a perspective idealist ontology and a social constructivist epistemology, selects philosophical hermeneutics as a research paradigm, and embraces exploratory qualitative longitudinal research. Purposive sampling guided the selection of research context, a leadership program focused on personal growth. Transcripts from 32 semi-structured constructivist-phenomenological interviews, collected from nine participants across fourteen months, were analyzed through constructivist grounded theory. Development was assessed ipsatively according to a literature-based framework. Contributions, in terms of substantive theory, are not generalizable beyond research context and sample.
This research advances the differentiation of developmental context, process and outcomes. Context is found to transcend holding environment—to be ideally conducive to a specific type of change in virtue of a distinctive emerging quality. While vector processes facilitate development, core processes (individual sensemaking) are development. In terms of outcomes, the research supports an association between personal development and development of leadership capabilities, but questions whether self-awareness or personality adjustments per se constitute authentic personal or leadership development.
This research exposes a pattern of seeking affirmation, associated with disproportionate identity salience of external image, which is potentially capable of hindering personal development by triggering maladaptive rather than adaptive self-reflection.
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Bell, Sarah. "Personal and professional development in clinical psychology." Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/76654/.
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This thesis explores personal and professional development in clinical psychology. Over three chapters, various aspects of development throughout the career span are considered. Different forms of personal and professional development are addressed in relation to how development is understood, experienced, managed and evaluated. The first paper investigates the impacts of supervision on psychological therapists, their practice and their clients. A systematic review of the literature since 2007 was conducted; this identified thirteen studies exploring various impacts of supervision. The paper focuses on developing an understanding of the processes and factors involved in supervision as well as the ways in which supervision has been beneficial or detrimental. While some evidence for the importance of supervision is indicated, the methodological challenges of researching this topic make it difficult to draw clear conclusions. Implications and suggestions for future research into supervision are described. The second paper reports on an Interpretative Phenomenological Analysis study of trainee clinical psychologists’ experiences of deciding whether to have personal therapy during training. Ten trainees took part in semi-structured interviews and three major themes emerged from their experiences. Conflicting ideas within the trainees’ experiences were identified, relating to the purpose of therapy, whether therapy would makes things better or worse and whether therapy was right for them. The findings are discussed with regard to how training providers can support trainees with the decision to have personal therapy. The final paper is a reflective account of personal and professional development during clinical psychology training. The paper draws on findings from the preceding two papers as well as the author’s personal experiences to emphasise the complexity of managing the tensions of developing different aspects of the clinical psychologist. Particular attention is paid to the importance of considering and developing ‘the self’ during training.
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Thomas, George Wayne. "The continuing personal spiritual development of pastors." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.
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Knight, Zelda Gillian. "The contribution of meditative experiences to personal growth : a case study." Thesis, Rhodes University, 1991. http://hdl.handle.net/10962/d1003347.
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A three month meditation programme based on Joseph Goldstein's (1976) instructions and discourses given at a Vipassana meditation retreat was implemented among four 17 year old white English-speaking school girls at a private non-racial co-educational high school in South Africa. The meditation experiences of all four subjects were noted, hut only one subject's meditative experiences were documented and used as a case study to explore their use as a tool for personal growth within the framework of ego-psychology and transpersonal psychology. It is concluded that the subject, who meditated on a daily basis, experienced personal growth primarily from the ego-psychology perspective and, it is interesting to note, less so from the transpersonal perspective. Three bypotheses have been put forward for this. Firstly, the actual length of the meditation programme may have been too short, and secondly, the daily meditation sessions too brief to facilitate a process of personal growth and development from within the trans personal psychology framework. Thirdly, the subject was an adolescent school girl and thus may not have been developmentally ready in terms of reaching a level of cognitive, emotional, social and spiritual maturity necessary to experience identification to the transpersonal self.
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Armstrong, Lauren. "Supervision, Clinical Training, Personal Growth and the Values of Novice Clinicians." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10283166.
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The purpose of this qualitative, autoethnographic study was to identify and explore the values that promoted personal growth and that emerged out of the clinical training and supervision experience of novice clinicians within one clinical psychology doctoral program. Participants included three first-year doctoral students in clinical psychology, one of whom was the primary researcher. Participants completed journal entries approximately twice monthly for seven months, resulting in a total of 54 entries that were examined using a content analysis approach. Content analysis, conducted by the primary researcher, involved coding data for themes and patterns that were representative of values, as well as indications that these values oriented the participant toward personal growth. Journal entries were first analyzed and coded based on whether they fit the definitional criteria of a value and then coded secondarily for the value itself. Specifically, cited in descending order, content analysis identified the following values: (a) awareness; (b) knowledge; (c) bravery; (d) competence; (e) learning; (f) humility; (g) community; (h) acceptance; (i) openness; and (j) curiosity. Awareness, as it related to self-regulation and to skill development was the most highly identified value. Future researchers may consider expanding on these results with a larger and more heterogeneous sample of novice clinicians.
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Beezley, Patrick. "COMPONENTS OF AN EXTENDED WILDERNESS TRIP NEEDED TO FACILITATE PERSONAL GROWTH." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/theses/615.
Full textAbstract:
This study is based on five components of an outdoor adventure trip that help facilitate personal growth in individuals. There has been some research on how outdoor adventure trips facilitate personal growth, but this is a qualitative study on the affects of the five components. Personal growth can be described as when someone learns something new about himself or herself, overcomes something challenging, and/or has a positive experience that will last with them throughout their lives (Bennion, & Olsen, 2002; Daniels, 2007). Personal growth is unique and individualized. The participants for this study were university students who took part in an academic, outdoor leadership course. This study used phenomenological research to find what trip components were the most meaningful to the participants for their personal growth (Creswell, 2003). The 6 themes that emerged from the data included patience, collaboration, confidence, transference, realization, and empathy/compassion. Components of the trip influenced personal growth in the following ways. Challenge and the group were related to participant perceptions of realization. Empathy and compassion were based upon characteristics found in the group and challenge. Skill development, natural environment, and challenge were the most responsible for confidence. Aspects of a challenge component were most influential in promoting patience. Based on the results of this study, wilderness trip providers could consider how components of an outdoor adventure trip could be applied to encourage personal growth. Outdoor leaders can use this information to make a more intentional trip for their participants.
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Kucheruk, Maryna. "Creativity as personal characteristic." Thesis, Міжнародний центр наукових досліджень, 2019. https://er.knutd.edu.ua/handle/123456789/14706.
Full textAbstract:
The research deals with creativity as philosophical and psychological category. Human activity only then becomes creativity, when it contributes to the development of a human personality, human culture, and most importantly – an individual spirituality.Дослідження стосується творчості як філософської та психологічної категорії. Людська діяльність лише тоді стає творчістю, коли вона сприяє удосконаленню особистості людини, людської культури, а найголовніше – духовності людини.
Исследование касается творчества как философской и психологической категории. Человеческая деятельность только тогда становится творчеством, когда она способствует развитию личности человека, человеческой культуры, а главное – духовности человека.
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Dye, Rebecca Louise Hesse Douglas Dean. "Reading for personal development implementation of Missouri's mandate /." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9323732.
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Thesis (D.A.)--Illinois State University, 1993.Title from title page screen, viewed February 10, 2006. Dissertation Committee: Douglas Hesse (chair), William Woodson, Taimi Ranta, Janice Neuleib. Includes bibliographical references (leaves 193-199) and abstract. Also available in print.
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Stetz, Mark. "The relationship of conscience formation and personal development." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.
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