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Dissertations / Theses on the topic 'Qualitative phenomenological research'
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Hemming, Lynae Sue. "Qualitative Research as a Creative Teaching Technique: A Phenomenological Study." Diss., North Dakota State University, 2018. https://hdl.handle.net/10365/27956.
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Phenomenological inquiry was utilized to explore masters level counseling students? experiences completing a qualitative research project as part of a Shame and Shame Resiliency course. Five of seven counseling students who participated in the Shame and Shame Resiliency course and completed the qualitative research project participated in an about their experience completing the assignment and the impact it had on their learning and growth. The qualitative research assignments were also analyzed by the researcher. The researcher identified themes and numerous subthemes using Moustakas (1994) method for data analysis. Four main themes were identified (Process of the Qualitative Research Project; Impact of the Qualitative Research Project; Learning Outcomes of the Qualitative Research Project and the Context of the Qualitative Research Project). Creative pedagogy was used as a framework for understanding student learning. Implications for counselor education and research are discussed.
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Romanini, Stefania. "Parental couple experiences of transracial adoption : a phenomenological study." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/61461.
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In South Africa, transracial adoption continues to be an option for many parents wanting to adopt a child. Previous research on transracial adoption has focused mainly on the psychological implications and the racial identity development of transracial adoptees. This qualitative study aimed to explore parental couples’ experiences of transracial adoption and was located within a phenomenological framework. In-depth interviews were conducted with three couples and the data were analysed using Interpretive Phenomenological Analysis (IPA). Six themes were generated from the data. These include the aspects that were involved in beginning their journey to adoption, the pre and post adoption process, the avenues of support that were available to the participants, important aspects relating to the adopted child, the challenges that were experienced as unique to transracial adoption, and the implications of race in a transracial adoption. The implications of the findings for adoption organisations and future research are discussed.Mini Dissertation (MA)--University of Pretoria 2017.
Psychology
MA
Unrestricted
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Barnett, Kelli. "Characteristics of High Quality Teachers: A Qualitative Phenomenological Study." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3541.
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A qualitative investigation was conducted to explore the characteristics of high quality teachers. This study used a phenomenological methodology, enabling the researcher to gather information from a purposeful selection of people directly identified as high quality teachers by their principals. This study employed processes of data collection commonly used in observational analysis and included the use of interviews found in qualitative design.
The researcher was able to extract meaning using the coding process and the constant comparative method. Information was sorted into themes that supported and aligned with the research questions leading to a deeper understanding of the phenomenon. This was accomplished through thorough analysis of interviews and observations. Teacher participants were asked to participate in an interview prior to the classroom observation, be observed in the classroom, and participate in a post observation interview. Additionally, individual interviews were conducted with the principals of the teacher participants. The quality of data sources led to the triangulation of results giving credibility to the study.
The study findings were conclusive regarding the key characteristics of high quality teaching. There was a clear relationship between high quality teaching and the use of a variety of instructional strategies, the ability to engage students in learning, the use of higher order questioning as a prevalent teaching strategy, the establishment of clear classroom expectations and the maintenance of those expectations, clear and deliberate communication to facilitate home and school partnerships, and a high level of passion for content and the profession of teaching. Other emerging themes may be utilized to connect high quality teaching to additional characteristics. These characteristics offer suggestions for further research to determine how strong the correlation is between high quality teaching and these themes. The themes included having a caring disposition, high expectations, being self-reflective, having content knowledge, being a team player, and having a strong work ethic.
The research findings were evidenced and supported by a thorough literature review, the results of principal and teacher participant interviews, the results of classroom observations of teacher participants, and document analysis. The researcher also specified recommendations for future practice and suggestions for future research. The results from this study contribute to the body of knowledge on the exploration of the characteristics of high quality teachers.
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Ehle, Michelle M. "Descriptive Phenomenological Analysis of Influences to Death Anxiety." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch158092019845617.
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Unyapho, Panadda. "A PHENOMENOLOGICAL STUDY: EDUCATIONAL EXPERIENCES OF INTERNATIONAL DOCTORAL STUDENTS OF EDUCATION AT A MIDWESTERN UNIVERSITY." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/dissertations/327.
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In this phenomenological study, I examined the educational experiences of six international doctoral students of Education at a Midwestern university. The purpose of this study is to understand how the participants make meaning of their educational experiences. Several theories influenced this study. These include critical theory, co-cultural theory, transformative learning theory and the concept of cultural scripts. A qualitative approach was used to gather detailed data from the participants. Data collection included a series of three in-depth, semi-structured interviews with each participant and two focus group interviews. All of the data collected were carefully coded, looking for three central topics of self reflection, transformative experiences, and meaning making. The participants' understanding of their transformation as learners tied closely to their academic accomplishments, which include completing tasks and assignments, being accepted in academic community, having articles published in academic journals, and presenting their academic work at conferences. Much of their transformation and meaning making related to their instrumental learning. The study suggests that educators should encourage students to broaden their frames of reference by inviting them to engage in meaningful discussion that is beyond instrumental learning in order for the students to develop critical thinking and to be in charge and accountable for their learning towards critical consciousness.
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Blosser, Beverly. "Meanings Parents Attribute to an Answer from Whole Exome Sequencing Research." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406809942.
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Knapke, Jacqueline M. "Improving Physician Research Training at the University of Cincinnati: A Mixed Methods Phenomenological Evaluation." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1439301047.
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Dickson, Sarah Louise. "A qualitative exploration of psychological flexibility and adjustment experiences in type 2 diabetes." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/24095.
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Objectives: To explore how adjustment to type 2 diabetes mellitus (T2DM) can be understood using psychological (in)flexibility, the theoretical model underlying acceptance and commitment therapy (ACT). The specific research questions are: (a) what are participant experiences of adjustment and coping in T2DM? and (b) how can participant experiences be understood in terms of the processes underlying the model of psychological (in)flexibility? Design: This interview study utilised a cross-case qualitative methodology. Methods: Semi-structured interviews were conducted with 11 purposively recruited individuals with a diagnosis of T2DM. Interview transcripts were subjected to an interpretative phenomenological analysis (IPA) methodology. Results: Three primary themes were identified from the IPA: (a) ‘Eating myself into diabetes’: Managing the self in relation to perceived diabetes stigma; (b) My other illness is the real problem: diabetes minimised in the context of co-morbid diagnoses; and (c) Knowledge reduces attachment to the patient-role self-story. Conclusion The interpretation of the qualitative data generated suggests that adjustment to a diagnosis of T2DM is a complex process incorporating intra-individual and systemic factors. Whilst psychological flexibility may be a useful model for understanding and supporting adjustment, interventions are required that also address wider systemic issues such as the integration of care, health-related stigma and relationships with health professionals.
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DeStefano, Katherine. "A Phenomenological Exploration of Children's Experiences during the Therapeutic Process." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2149.
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Billions of mental health care dollars for millions of children and adolescents in need has garnered significant attention within the behavioral health industry to reduce costs while improving treatment efficacy through the identification and implementation of evidence based practices with youth populations requiring therapeutic services. This hermeneutic phenomenological qualitative research approach in the field of psychology is a consumer driven one in the world of business. Line by line context and discourse analyses, which included both a prior and inductive coding, of the verbiage and phraseology of 10 boys and 10 girls, aged 8-12, actively engaged in outpatient psychotherapy, formed the foundation for 31 themes that captured a shared experience or a consumer driven “view inside the therapist’s office.” These results are represented through 6 main themes indicating that a) “knowledge fosters investment” upon entry into and initiation of mental health services when therapists and parents recognize that b) “words have power to facilitate success,” only if, guided by childhood development but chosen thoughtfully for each child. Further, c) “therapy is therapy across the lifespan,” such that therapeutic care for minors deemed legally dependent reflected treatment for legally independent persons with implementation methods influenced by age. Lastly, age, as a definitive factor, impacted the means by which the youth in my study experienced d) “autonomy… and developed e) “therapeutic rapport…” in references to e) “boundaries…” that mitigate the entire treatment experience. The outcomes of this study offer the research and practice community opportunity to move children from the “object” of the treatment to “agents” in their treatment by respecting the ideas expressed by youth themselves.
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O'Neill, Nathan. "Women's experiences of childhood sexual abuse and psychosis in adulthood." Thesis, University of Hertfordshire, 2010. http://hdl.handle.net/2299/2341.
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Objective: To date there have been few if any qualitative studies of adults who have experienced childhood sexual abuse (CSA) followed by psychotic experiences later in life. This study aimed to explore how a sample of four women make sense of their childhood experiences of sexual abuse and their psychotic experiences later in life. Methodology: Data was gathered through semi-structured interviews with four women. The data were analysed using Interpretative Phenomenological Analysis (IPA) in order to develop a detailed understanding of the women’s search for meaning in their own lives. Results: Four major themes emerged from the analysis of the women’s accounts: ‘Interpersonal difficulties,’ ‘Striving to Get Better’ and ‘A Relationship with Shame’ and ‘Links Between CSA, Mental health & Psychosis’. These are explored in detail. Conclusions: The women’s accounts highlight the ongoing difficulty of living with psychosis and CSA, in particular, the role of psychosis in exacerbating isolation, shame and negative self perceptions. Attention is also drawn to the development of competence for therapists in this area of work. Clinical Implications: Supporting and validating existing healthy coping strategies as well as exploration of the interaction of psychosis and CSA through psychological mechanisms of shame as well as family / society discourses. Therapist/ researcher selfawareness is crucial in supporting clients with such traumatic histories.
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Fishman, Jonathan. "A Phenomenological Cultural Examination of Meta-Emotion Philosophy Among Asian Indian Immigrant Mothers." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1374110052.
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Johnston, Sarah Louise. "Women's experiences of vaginismus and its treatment : an interpretative phenomenological analysis." Thesis, University of Leicester, 2013. http://hdl.handle.net/2381/28264.
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Female sexual pain is a common problem affecting women worldwide yet remains a poorly researched area of women’s sexual health. Dyspareunia and vaginismus are two types of sexual pain disorder each having psychological and physical health consequences for women and their partners. Part 1: A literature review of the qualitative research literature exploring women’s experiences of sexual pain disorders and their treatment was conducted adopting a narrative synthesis approach. Searches of psychological and medical electronic databases highlighted the paucity of research exploring women’s experiences of sexual pain disorders. Ten studies met the inclusion criteria for the review. The type of qualitative method and quality varied. Findings highlighted the complexity of women’s experiences of sexual pain. Positive experiences of treatment identified alternative benefits of treatment in addition to the traditional outcome of vaginal penetration and penetration without pain. Existing literature has focussed on dyspareunia, and further research is needed on vaginismus. Part 2: The research study used an Interpretative Phenomenological Analysis (IPA) of women’s experiences of vaginismus. Three women were interviewed about their experiences of vaginismus and the treatment they received. Interview transcripts were analysed using IPA. The findings identified the complexity of experiencing vaginismus, the struggle the women faced when trying to make sense of their vaginismus and the wider impact of these experiences on their identity. The findings highlight the value of psychological therapy with this client group and of the need to raise awareness amongst primary care professionals whom women with vaginismus are likely to consult in the first instance. Part 3: A critical appraisal of the research process is presented with focus on the experience of conducting qualitative research as a trainee clinical psychologist. A discussion of the findings is presented in the context of critical reflections on both the strengths and limitations of the study.
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Weldon, Sarah Elizabeth. "Qualitative exploration of cognition in intimate partner violence offenders and intimate partner violence sex offenders research portfolio." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/9761.
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Aims: Recently, empirical literature exploring cognitive characteristics of intimate partner violence offenders has received considerable attention with both theory and practice historically focusing on victims of the abuse. Qualitative exploration has proposed implicit theories (ITs), that is distinct sets of schemas that offenders hold in relation to themselves, the world and others. In relation to cognition in intimate partner violence offenders, this thesis had two aims: to systematically analyse qualitative literature exploring cognition in intimate partner violence offenders and to implement interpretative phenomenological analysis to explore cognition in intimate partner violence sex offenders. Methods: Aims are addressed separately in two journal articles. A systematic review of qualitative literature exploring cognition in intimate partner violence offenders is presented in journal article 1. Journal article 2 utilises interpretative phenomenological analysis to explore cognition in 11 intimate partner sex offenders. Results: In relation to journal article 1, systematic searches of bibliographic databases in addition to hand-searches of various articles in the domain of intimate partner violence were conducted to identify eight empirical papers qualitatively exploring cognition in intimate partner violence offenders. Synthesis of the papers resulted in 10 themes being extrapolated thought to be representative of cognition in intimate partner violence males: “violence is normal”; “policing partner”; “women are provoking” “need for control”; “grievance/revenge”; “external factors responsible”; “rejection/abandonment”; “minimisation/denial”; “entitlement” and “remorse”. Journal article two utilised interpretative phenomenological analysis of 11 transcripts of IPV offenders. This revealed five superordinate and 14 subthemes which are proposed as implicit theories present in this specific offender group. These are: “violence is acceptable”; “grievance/revenge”; “dangerous world”; “need for control”; “real man”; “entitlement/women are objects”; “male sex drive/policing partner”; “women are provoking”; “rejection/abandonment”; “women are supportive”; “uncontrollability”; “nature of harm”; “the new me” and “I‟m not like them”. Conclusions: Cognitions identified from the systematic review are discussed in addition to limitations of the synthesis and clinical and empirical utility. The implicit theories identified in journal article 2 are discussed in relation to other offending behaviour groups in addition to their clinical implications in the development of effective interventions and risk assessment tools.
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Colangelo, Jenna. "Diving Beneath the Surface: A Phenomenological Exploration of Shark Ecotourism and Environmental Interpretation from the Perspective of Tourists." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32579.
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Wildlife ecotourism is becoming a well-established industry due to its ability to contribute to local economies and the growing tourist demand for opportunities to observe endangered or rare species. Wildlife ecotourism is also recognized for its ability to provide free choice-learning settings for visitors, through the use of environmental interpretation programs. The process of environmental interpretation is a communication phenomenon thought to hold the potential to contribute to conservation by educating and raising awareness amongst tourists about environmental issues. Using a qualitative phenomenological research design, this research examined the environmental interpretation programs of great white shark ecotourism operators in Gansbaai, South Africa, from the perspective of tourists. Findings indicated that while tourists did not primarily choose to embark on shark tourism excursions to learn more about the species, many participants became slightly more informed about great whites and the surrounding environment after their experience. It was also found that most participants did not experience nervousness or fear when in the water with great whites, but instead felt an emotional connection and appreciation for the animal, causing a shift towards pro-conservation attitudes.
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Folland, Caroline H. "Working with psychological trauma : an interpretative phenomenological analysis of trauma-focused CBT and EMDR." Thesis, University of Derby, 2017. http://hdl.handle.net/10545/621586.
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Purpose: The Diagnostic and Statistical Manual of Mental Disorders (DSM-5) criteria for post-traumatic stress disorder (PTSD), acknowledged repeated or extreme indirect exposure to aversive details of traumatic event(s) in the course of professional duties, can lead to symptoms of PTSD. This has led to discussions around impact and prevalence of vicarious trauma in psychological therapists treating trauma clients. This study considers how therapists delivering trauma-focused cognitive behavioural therapy (CBT) and eye movement desensitisation and reprocessing (EMDR) make sense of their experiences and protect themselves from any negative effects of the work. Furthermore, it considers if there is a distinction in therapist experience between the two modalities. Methodology/Method: An Interpretative Phenomenological Analysis (IPA) was conducted to explore how trauma-focused CBT and EMDR therapists engaged in trauma work, interpreted and made sense of their experiences; with a view to identifying any protective practice that informed clinical practice and helped ameliorate vicarious trauma. Recorded, semi-structured interviews were conducted with CBT and EMDR therapists (N=11). Before analysis, interviews were transcribed verbatim and sent to individual participants for validation of their authenticity. Data was analysed using descriptive, linguistic and conceptual comments to identify an initial seventy nine emergent themes. When refined, four master themes of ‘Nature of Trauma’, ‘Participant sense of self and managing the process of hearing trauma narrative’, ‘Participant experience of delivering the trauma models’ and ‘Protecting and sustaining the participant sense of self’ were identified to answer the research question and are discussed herein. Findings: This study forms part of the growing body of evidence towards understanding therapist vicarious traumatisation. It both supports and challenges findings of previous studies. It also introduces new concepts in relation to the vicarious trauma phenomenon. Whilst there are clear limitations associated with making generalisations from an IPA study, the findings from the study suggest EMDR may be a protective factor against the negative effects of hearing repeated trauma narrative. Furthermore, certain strategies such as time management, comprehensive trauma training and specific trauma supervision, may also reduce the negative effects of hearing trauma narrative. Finally, regardless of the difficulties faced, therapists enjoy their trauma work and feel a great sense of professional satisfaction. Implications/Recommendations: Indications from the findings of the study are that therapists working within primary care in particular, are becoming increasingly pressurised by cuts to funding within mental health services. Recommendations are that those components of trauma work which promote therapist wellbeing should be supported. In particular, realistic timeframes within which to work, good quality training and supervisors, ideally external to the workplace, who can provide trauma-specific supervision.
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Stermotich, Cappellari Francesco. "Spiritual in Islamic calligraphy : a phenomenological approach to the contemporary Turkish calligraphic tradition." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31386.
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The aim of this thesis is to highlight the relevance of the spiritual dimension of Islamic calligraphy, focusing on the Turkish contemporary calligraphic tradition. Academic literature in the field has been dominated by the tendency to focus on the objects produced by artists, neglecting their personal experience and understanding of the art. Using a phenomenological perspective, I give voice to calligraphers I met in Istanbul and Konya, letting emerge their views on issues related to the relationship between art, religion and spirituality. I explore several themes that have arisen from the interviews I conducted with fifteen exponents of the contemporary tradition, organised as a journey from the most material aspects to the most abstract ones. The exploration of these themes starts with the symbolism hidden behind physical calligraphic tools, moving to the analysis of the symbolism of the point and the letters, elementary forms of the calligraphic creations. The bodily dimension has been taken into consideration, showing how the control of the body is an essential aspect of the calligraphic practice. The art can be conceived as a pathway requiring the development of several moral qualities and virtues, all necessary to improve both the artistic capabilities and the spiritual maturity of the practitioner, until the achievement of the authorisation to teach the art. Once a calligrapher reaches the license and the mastery of the art, they bear the responsibility of transmitting the art to others. Furthermore, they become agents of remembrance, portraying in the most beautiful manners the verses of the Quran in social religious spaces, as in mosques, or on calligraphic panels acquired by individual collectors or museums. Since their artwork focuses on representing religious materials, including the remembrance of the attributes of God and of Prophet Muhammad, their art is considered an act of worship. Finally, I investigate what the meaning of Divine Beauty is in Islamic calligraphy, presenting the perspectives of Turkish calligraphers and analysing the connections between the artistic form and the meaning of the contents of specific calligraphic works. In conclusion, I have not limited my analysis to the formal aspects of the art, rather I have highlighted the existential dimension of a complex practice which connects together several aspects of the human being, including the spiritual dimension. Thus, the traditional stream of Turkish contemporary calligraphy can be seen as a full manifestation of a culture, a lifestyle and a religion.
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Spencer, Travis J. "Couple Recovery from Problematic Pornography Use: A Phenomenological Study of Change Moments and Common Factors." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7565.
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Pornography use has been reported to have harmful effects on relationships and individuals. However, research on effective treatment for problematic pornography use (PPU) is limited. This manuscript reviews the previous treatment literature for PPU and highlights the gaps that need further study. Then, I discuss how I performed a qualitative study of 11 couples who had successfully been treated for PPU in order to analyze the key mechanisms of change that were employed in their recovery process and address the missing gaps in this field of research. The five major emerging themes from this study are Catalysts for Recovery, Foundation of Support for Recovery, The Work of Recovery, Healing Perspective of Recovery and Meaning Making, and Hindrances and Recovery Cautions (see figure in Appendix E). These themes are outlined with associated subthemes and representative quotes. Key implications for clinicians and future research are discussed.
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Sedumedi, Tumisang Precious. "I killed my child(ren) : a qualitative study exploring the phenomenon of paternal filicide in the South African context." Thesis, University of Hertfordshire, 2018. http://hdl.handle.net/2299/20191.
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The present research investigated paternal filicide in South Africa. It aimed to understand the factors underlying fathers killing their child/children. Study one explored paternal filicidal offenders' processes of construction, construing of events leading to the filicide, and meanings of their lived experience of killing their child/children. Study two examined the filicidal offenders' extended families' construction processes, construing of events before the killing, lived experience and construing of filicide, and construing of the filicidal offenders' construing of the filicide. Four paternal filicidal offenders and nine family members of the offenders who had different backgrounds (i.e., age, racial, ethnicity, cultural, educational, occupational, and the nature of the filicide) were purposively sampled and recruited into the research. Personal construct theory (Kelly, 1955) underpinned this research. A semi-structured individual interview which was structured according to the Experience Cycle Methodology (ECM) interview proforma (Oades & Viney, 2012), Perceive Element Grid (PEG) (Procter, 2002), and the ABC model (Tschudi, 1977), were administered to the filicidal and family participants. Data was analysed using Interpretative Phenomenological Analysis (Smith, Flowers, & Larkin, 2009) and personal construct analytic methods (diagnostic construct analysis, PEG, ECM, and the ABC model). The analysed themes suggest that filicide might co-occur with familicide and attempted suicide by the offender in some instances. While in many filicidal cases intimate/marital problems might be contributing factors, in a few cases filicide might be accidental in which it might not be precipitated by intimate/marital discord. Most filicidal offenders who tend to only construe their partners/wives and intimate/marital relationships in terms of positive construct poles might slot rattle when encountering invalidations of constructions. The encountered problems might trigger threat, anxiety, in which the problems are experienced as unconstruable, and anger which might lead to hostility. The filicidal offenders might lack constructions to deal with the issues which might result in unaddressed problems which might lead to a sense of being overwhelmed and feelings of hopelessness. The filicidal offenders might broaden or delimit their perceptual field or fluctuate between constriction and dilation to construe and cope with the situation. They might exceed their inhibition ability which might result in the avoided issues and inhibited feelings exploding in violence. The extended family members might not intervene in the couples' problems, if intervening might be possible, because of an unawareness of issues as a result of submergence and constriction in which they avoid construing the couples' problems, limit their views to issues, and minimise the seriousness of the construed problems. Psychological support, personal construct family therapy and Employee Assistance Program, might help the filicidal offenders cope with their intimate/marital problems, and therefore might prevent filicide. Considering the implications of the filicide on the offenders' identities, relations, and relationships, and also the relationships of their families, intervention programs such as Restorative Justice and sport might help the offenders re-establish their sense of self, find commonality and sociality while rebuilding the damaged relationships.
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Heindel, Allen J. "A Phenomenological Study of the Experiences of Higher Education Students with Disabilities." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5037.
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Distance education has the potential to offer a meaningful alternative for students with disabilities. Colleges and universities have opportunities to provide quality online courses to students with disabilities; yet data show these students may often choose to discontinue higher education pursuits. Little is currently known about how students with disabilities experience the distance learning environment or how institutions of higher education. This phenomenological study focuses on the quality of the learning experiences and learner satisfaction of students with disabilities in distance education courses.
The purpose of this study is to investigate 1) how online learning is experienced by students with disabilities, 2) what factors facilitate or inhibit their online learning, and 3) how what instructors do to facilitate online learning is perceived by students with various disabilities. This study examines how students with various disabilities assess the quality of distance education coursework in terms of three constructs: course interaction, structure, and support.
Data was gathered via interviews with consenting participants who had affirmatively responded to a study participation solicitation email and completed a brief survey.
Sadly, discussions of topics related to students with disabilities experiences are still rare in the distance education literature. These interview data suggest that, despite having many tasks to which they must attend, more training for instructors is needed on how to work with students with disabilities. The Offices of Students with Disabilities Services and instructors should develop a way to work together, rather than separately, in a proactive rather than reactive fashion, to better serve the needs of students with disabilities. Further research in this area may allow students with disabilities with online courses in higher education to become more vocal about their needs from their individual perspectives and in their own words, and pave the way for improving the quality of the online learning environment for them.
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Wood, Caitlin. "Translating gender: Exploring the effect of communicative barriers on trans identity." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/theses/1762.
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Despite the recent attention to the LGBT community in the mainstream media as well as psychological research, few resources have been channeled toward the “T” in this acronym. The trans community, and gender diversity in general, have been an afterthought in research claiming to study gender and sexuality. Research on sexual minorities has been assumed to capture the experiences of this population, despite its quite distinct needs and experiences, as well as alarmingly high rates of violence and suicide. This project is a qualitative analysis of the processes and strategies trans and gender non-conforming individuals use to communicate their identity to others, and how they address barriers they face in their everyday lives. Participation was open to all trans or gender non-conforming individuals. Five individuals who identified as trans or genderqueer volunteered to participate in individual semi-structured interviews about their experiences in communicating their gender identity to others. All participants were White university students at a local mid-sized university in a rural Midwestern setting. Interviews were analyzed using Interpretative Phenomenological Analysis (IPA), using the process outlined by Smith and Osborn (2008). Six themes in total were pulled from the data: (1) Gender identity, (2) Barriers to communication, (3) Strategic responses, (4) Individual impacts, (5) Community politics, and (6) Coping. These results emphasized the complexity and irreducibility of trans individuals’ daily lives, demonstrating simultaneously the tremendous harm of transphobic discrimination and the strength and insight of these individuals into their own experiences. Findings supported the use of the Minority Stress Model (Meyer, 1995) in the trans population and further underscored the need for continued research on all trans individuals’ experiences, especially those who identify as non-binary, trans people of color, and trans women.
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Binns, Carole Lucille. "The lived experiences of designing modules at one UK university : a qualitative account of academic practice." Thesis, University of Bradford, 2015. http://hdl.handle.net/10454/15086.
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This thesis explores the relatively under-researched experiences of module design of academics employed within one UK university. In all, 96 people responded to an initial e-questionnaire survey, and 23 of these participated in follow-up semi-structured interviews. The qualitative data collected from both sources is the main focus of discussion. The thesis contextualises the research by presenting a brief description of the university of study and a sense of the social and political context of higher education in the few years preceding the onset of the project. Following this, there is a review of the existing literature around module and curriculum design. A separate chapter outlines the mixed methods employed to collect the data and the form of Interpretative Phenomenological Analysis (IPA) used to theme the qualitative data provided by the survey and interviews. The findings supported previous studies, but there was some contradictory data concerning assessment design, the value of the institutional approval procedures, and the usefulness of involving students in the design process. This study found that, as a result of the effect of institutional processes and documents on design, the consequence of changing student profiles (particularly around assessment), and the obligation staff feel to their students (despite their expressed lack of available time and resources), module design (and redesign) is more situation-informed than evidence-informed. It concludes that module designers employ a realistic and pragmatic approach to the process, even when their views, attitudes, and consciences around the rights and wrongs of the design process are sometimes questioned.
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Binns, Carole L. "The lived experiences of designing modules at one UK university: a qualitative account of academic practice." Thesis, University of Bradford, 2015. http://hdl.handle.net/10454/15086.
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This thesis explores the relatively under-researched experiences of module design of academics employed within one UK university. In all, 96 people responded to an initial e-questionnaire survey, and 23 of these participated in follow-up semi-structured interviews. The qualitative data collected from both sources is the main focus of discussion.
The thesis contextualises the research by presenting a brief description of the university of study and a sense of the social and political context of higher education in the few years preceding the onset of the project. Following this, there is a review of the existing literature around module and curriculum design. A separate chapter outlines the mixed methods employed to collect the data and the form of Interpretative Phenomenological Analysis (IPA) used to theme the qualitative data provided by the survey and interviews. The findings supported previous studies, but there was some contradictory data concerning assessment design, the value of the institutional approval procedures, and the usefulness of involving students in the design process.
This study found that, as a result of the effect of institutional processes and documents on design, the consequence of changing student profiles (particularly around assessment), and the obligation staff feel to their students (despite their expressed lack of available time and resources), module design (and redesign) is more situation-informed than evidence-informed. It concludes that module designers employ a realistic and pragmatic approach to the process, even when their views, attitudes, and consciences around the rights and wrongs of the design process are sometimes questioned.The full text was made available at the end of the embargo, 26th Oct 2020
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Pidwysocky, Stephen John. "Conflict in Families and Nursing Home Placement: A Phenomenological Study." NSUWorks, 2015. http://nsuworks.nova.edu/shss_dcar_etd/12.
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In the limited qualitative research about families who have placed a family member in a nursing home, conflict is identified as a significant problem (Lashewicz & Keating, 2009; Lashewicz et al., 2007). Whether it is related to absence of filial responsibility on the part of adult children, (Ganong & Coleman, 2005; Piercy, 1998), adult child ambivalence (Bengtson et al., 2002; Lüscher & Pillemer, 1998), female and male gender caregiving roles (Spitze & Trent, 2006; Dayton-Ingersoll, 2003; Aronson, 1992), differences in levels of commitment on the part of adult children to assist older parents (Silverstein et al., 2008), adult children being overly assertive - exercising undue influence - when caring for an older parent (Lashewicz & Keating, 2009; Hall, 2005; Soden, 2005), family history (Brody, 1998; Merrill, 1997; Leder, 1993; Bedford, 1992; Matthews & Tarler-Rossner, 1988), family size and/or sibling composition (Davey & Szinovacz, 2008; Matthews, 2002; Wolf et al., 1997) or the geographical proximity of adult children to an aging parent (Dillman et al., 2012; Pillemer & Suitor, 2006; Roff et al., 2007; Stern, 1995) situational caregiving factors leading up to, during, and after nursing home placement can be the source of considerable family conflict.
Utilizing modified transcendental phenomenology (Cooper, 2010; Lindseth & Norberg, 2004; Pollio et al., 1997), this research is based on fifteen-structured interviews (Rubin & Rubin, 2012; van den Hoonard, 2012; Bernard & Ryan, 2010; Berg, 2009; Esterberg, 2002) with adult women who live in central and northwestern New Brunswick, Canada who have experienced interpersonal conflict in their family prior to, during, and after placing a family member in a nursing home.
The three questions that guide this study are: How does conflict occur within families who have placed a family member in a nursing home? Utilizing modified transcendental phenomenology, how can we better understand conflict in families who have placed a family member in a nursing home? What kind of conflict resolution practices and social policies can be put into place to assist families should they experience conflict as a result of nursing home placement?
The findings of this study can be explained through the application of developmental theory where sociological factors are said to be significant in connection with family development (Rodgers & White, 1993; Hill, 1964; Duvall, 1957), life span theory where life-span psychology, biology, and sociology facilitates changes in the family unit (Heckhausen, 2010; Bengtson & Allen, 1993; Aldous, 1990), social psychological equity theory where conflict occurs, typically, but not exclusively, in families where there is more than one adult child, because of a perceived existing inequity in caring for an older parent both prior to, during, and after nursing home placement (Dayton-Ingersoll, 2002; Walster et al., 1978; Adams, 1965), intersectionality theory where various dimensions of many categories define the social reality of caregivers (McCall, 2005), and multi-level family conflict theory (Canary & Canary, 2013) where four interconnected levels, ranging from the micro level to the macro level describe family conflict.
Interpersonal family conflict can damage relationships when interpersonal communication breaks down (Katz et al. 2011; Koerner & Fitzpatrick, 2006).
Interpersonal communication is significant as it is "...the process by which people interactively create, sustain, and manage meaning..." (Dainton & Zelley,1994, p. 2). Interpersonal conflict theory argues "... that interpersonal conflict is related to lower levels of relational functioning ..." (Roloff & Chiles, 2011, p. 429). With the application of these six theories, we must then determine what kind of conflict resolution practices and social policies can be put into place to best assist families should they experience conflict in connection with nursing home placement.
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Yalamanchili, Priyanka. "UNDERSTANDING REHABILITATION COUNSELORS CULTURAL COMPETENCE THROUGH CLIENT PERCEPTIONS." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/925.
Full textAbstract:
The phenomenon being explored in this study was the understanding of minority clients' perceptions in relation to their rehabilitation counselors' cultural competence. A descriptive qualitative research methodology consisting of eight participants was used. Hycner's (1985) phenomenological analysis was used to investigate the in-depth interviews. The investigation revealed seven different themes that comprised of the essence of the phenomenon. The themes include: clients' understanding of the term cultural competence, self, attitudes, advocacy, understanding culture is important, role of culture, and expectations from the agency. The invariant structure that was consistent through all the above mentioned themes was the representation and manifestations of culture in the lives of the clients that continually challenged rehabilitation counselors' cultural competence through different phases of the vocational rehabilitation counseling experiences. The essence behind cultural competence was - perceiving the phenomenon as an experiential relationship based concept, where the client and the rehabilitation counselor educate one another about the all inclusive nature of the term culture and its role in the vocational rehabilitation process.
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Wallström, Maria, and Nadia Axelsson. "Med fatigue som följeslagare : upplevelsen av att leva med MS-relaterad fatigue/trötthet." Thesis, Högskolan i Borås, Institutionen för Vårdvetenskap, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-18610.
Full textAbstract:
Multipel skleros, MS, är en neurologisk autoimmun sjukdom som drabbar centrala nervsystemet. Trötthet/fatigue upplevs av många som ett av de svåraste symptomen som inverkar starkt på det vardagliga livet. MS-relaterad fatigue/trötthet ger en känsla av utmattning och brist på energi som kan vara överväldigande. Tröttheten är orimlig i förhållande till de aktiviteter som utförs. Syftet med uppsatsen var att beskriva hur det är att leva med MS-relaterad fatigue/trötthet. Metoden som användes var litteraturstudie med kvalitativ innehållsanalys som baserats på åtta vetenskapliga artiklar. Dataanalysen skedde med hjälp av Fribergs (2006) beskrivning. Ur resultatet framkom fyra teman varav det första var upplevelsen av kroppen som ett fysiskt hinder. Detta tema belyser hur ett antal intervjupersoner upplever sin kropp som ett hinder och hur fatigue/trötthet begränsar och påverkar det dagliga livet. Tema två och tre beskriver hur relationer till familj och vänner kan förändras samt hur den psykiska hälsan påverkas. Det fjärde och sista temat handlar om hur personer som lever med denna trötthet lägger upp strategier och på bästa sätt planerar sin vardag för att orka mer. I diskussionen diskuteras begrepp som hälsa och sjukdom. Vi belyser också hur fysisk träning och annan självhjälp kan minska fatigue/trötthet och öka en människas psykiska hälsa. I de praktiska implikationerna tar vi upp vikten av information och kommunikation som vi anser är grunden till en god vårdrelation.Program: Sjuksköterskeutbildning
Uppsatsnivå: C
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Hassim, Junaid. "Becoming and being a lay volunteer counsellor : an interpretative phenomenological analysis (IPA) study." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/26469.
Full textAbstract:
This study embarked on exploring the experience of becoming and being a lay volunteer counsellor from a psychological perspective. Six participants were interviewed using Interpretative Phenomenological Analysis (IPA) as the research method. Race and gender are divided equally amongst Black, Caucasian, male, and female participants. Numerous dimensions relating to the lived experience of lay volunteer counsellors are investigated in the present literature, suggesting that the experience of becoming and being a lay volunteer counsellor is multifaceted. The subjective experience of each of the participants was explored, with the optimism that this exploration would expound on the multilateralism of these facets. Although specific experiences remain exclusive to each participant, the intersecting and co-creation of meanings culminated in the cultivation of themes common to the participants. These themes are examined against the literature, critically appraising supportive and distinct suggestions. As is evident from the results, participants have a profound appreciation of the stimuli which influence their experiences of lay volunteer counselling, but also of the circumstances surrounding the origins of their sense of volunteerism. Even though some of the literature addressed themes relevant to the participants’ experiences, a small number of themes could not be juxtaposed against available literature. Based on the narratives of the participants, as well as data in the literature, volunteers constitute a reasonable component of the service sector and assist a sizeable population. Therefore, the value of the lay volunteer counselling population should be recognised in order to develop further training and support programmes for this subpopulation. As it appears, recognising the essence of this value begins with appreciating the experience of becoming and being a lay volunteer counsellor. CopyrightDissertation (MA)--University of Pretoria, 2009.
Psychology
unrestricted
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Peixoto, Cayden. "Sexual Anxiety Among Non-Monogamous Men Who Have Sex with Men: A Phenomenological Study." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/41086.
Full textAbstract:
Sexual anxiety is a prevalent issue among men who have sex with men (MSM) that negatively affects sexual satisfaction and wellbeing. However, research investigating sexual anxiety among MSM has been scarce. This descriptive phenomenological study was conducted to address knowledge gaps and identify the predominant underlying causes of sexual anxiety among non-monogamous MSM. Using purposive sampling, eleven sexually active, non-monogamous MSM were recruited for this study (N=11). Data were collected using audio-recorded, semi-structured interviews, and analyzed using Moustakas’ (1994) structured approach to data analysis in phenomenological research. Participant descriptions of their lived experiences of sexual anxiety identified six prevalent causes among MSM individuals. These included performance anxiety, fear of HIV, fear of bacterial STIs, internalized homophobia, body image dissatisfaction, and history of sexual abuse. Not surprisingly, fear of HIV was the dominant cause of sexual anxiety among most participants. Recommendations to prevent and reduce sexual anxiety among MSM are provided.
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Donovan, Elizabeth A. "Arab American Parents' Experiences of Special Education and Disability: A Phenomenological Exploration." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1372583897.
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Moffat, Mary I. "Certified Case Managers’ Lived Experiences in Hospital Networks: A Phenomenological Inquiry." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1510574423348934.
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Cunningham, Norja Elizabeth. "A Phenomenological Study: Marriage and Family Therapists' and Clinician's Perceptions of How Secondary Traumatic Stress Affects Them and Their Families." Antioch University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1439289622.
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Matusek, Jill Anne. "Former Client Perspectives on Perceived Choice, Control, and Coercion in Eating Disorder Treatment." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1301781198.
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Galloway, Sonia D. "The Impact of Islam as a Religion and Muslim Women on Gender Equality: A Phenomenological Research Study." NSUWorks, 2014. http://nsuworks.nova.edu/shss_dcar_etd/14.
Full textAbstract:
The purpose of this study was to examine and explore the meanings, structures and essence of the lived experience of Muslim women via an Islamic theoretical (Kalam) framework. The study's goal was to describe a detailed and comprehensive description of how Muslim women use Islam to promote gender equality and improve treatment within their daily lives. The critical importance of gleaning a better understanding of Islam and the perceived invisibility of Muslim women motivated the researcher to undertake this study.
The research study included a qualitative phenomenology research approach. Data were collected from multiple sources: observations, semi-structured individual interviews and transcriptions from participants from various and diverse geographical locations, educational levels, sects, socio-economic backgrounds, and nationalities. Inductive analysis allowed for the emergence of patterns and themes in relation to Muslim women and gender equality within Islam. An Islamic theoretical (Kalam) model provided a conceptual framework for the study, which allowed participants to discuss acquiring and/or achieving gender equality within Islam without separating their religion from their respective traditions and cultures.
Thirteen significant themes emerged from the research that helped to illustrate how Muslim women can employ Islam to promote gender equality while improving their lives. The anticipated results of this research study may also be useful in improving gender relations within Islam by serving as a roadmap to resolving conflict between Muslim women and Islamic clerics and scholars.
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Pétursson, Pétur. "Why Non-Pharmacological Prescribing of Antibiotics? : A Phenomenological Investigation into the Rationale behind it from the GP’s perspective." Thesis, Nordic School of Public Health NHV, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:norden:org:diva-3275.
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BACKGROUND: Concern has increased worldwide with regard to the over-prescribing of antibiotics, as well as the fact that more bacteria strains are developing resistance to antibiotics. According to research, a great deal of this use is for what has been called “non-pharmacological” reasons. The reduction of unnecessary antibiotic use and exploration of the reasons for ”irrational prescribing” has become a public health priority. OBJECTIVE: To study the reasons cited by Icelandic general practitioners for their “non-pharmacological” prescribing of antibiotics. DESIGN: A qualitative interview-study with research dialogues guided by the Vancouver School of doing phenomenology. SETTING: General practice. PARTICIPANTS: 16 general practitioners: 11 in the maximum variety sample and 5 in the theoretical sample. RESULTS: The most important reasons for prescribing antibiotics in situations with low pharmacological indications (non-pharmacological prescribing) were an unstable doctor-patient relationship due to lack of continuity of care, patient pressure in a stress-loaded society, the doctor’s personal characteristics, particularly zeal and readiness to serve, and finally, the insecurity and uncertainty of the doctor who falls back upon the prescription as a coping strategy in a difficult situation. CONCLUSION:The causes of non-pharmacological prescribing of antibiotics are highly varied, and relational factors in the interplay between the doctor and the patient are often a key factor. Therefore, it is of great importance for the general practitioner to know the patient and to become better equipped to resist patient pressure, in order to avoid the need to use the prescription as a coping strategy. Continuity of medical care and a stable doctor-patient relationship may be seen as the core concepts in this study and the most important task for the GPs is to promote the patients’ trust.ISBN 91-7997-091-5
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Ferreira, Ilze. "A phenomenological study of the experience of assets that support learning." Diss., Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-07022009-115527.
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Roth, Adam Harold. "A Gestalt oriented phenomenological and participatory study of the transformative process of adolescent participants following wilderness centered rites of rassage." Cleveland, Ohio : Cleveland State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1273163917.
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Thesis (Doctor of Philosophy in Urban Education)--Cleveland State University, 2010Abstract. Title from PDF t.p. (viewed on May 12, 2010). Includes bibliographical references (p.191-201). Available online via the OhioLINK ETD Center
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Scott, Jacqui. "Experiences of coping in young unaccompanied refugees in the UK." Thesis, University of Hertfordshire, 2017. http://hdl.handle.net/2299/20193.
Full textAbstract:
Research with refugees tends to be dominated by mainstream medical and trauma models. However, development of resilience theories and research on coping increasingly find that such constructs can open up currently limited understandings of the refugee experience. This research took a culturally relativist approach to explore experiences of coping in young unaccompanied refugees in the UK. Following extensive consultation, five young refugees were recruited, who were living independently or semi-independently having arrived in the UK without their family, at the age of 15 or 16. Interpretative Phenomenological Analysis was used to explore experiences and understanding of 'coping', whilst acknowledging the relative contributions of their own and my own cultural frameworks and the limitations of language; three participants made use of having an interpreter present. The accounts are presented idiographically, under three major themes that were apparent on multiple levels of the refugees' lives, from the individual to the cultural: 'Adaptation in the context of hardship and loss', 'Beliefs and worldview in shaping a new life', and 'Building strength and self-reliance'. These findings contribute to research finding resilience in refugee lives, whilst not to the detriment of incredible loss and pain. The research attests to the significance of cultural frameworks in refugee coping, with religion playing a key role. The themes are discussed in relation to existing literature and relevant texts, with implications for further research and clinical practice. The role of professionals as allies of refugees is suggested, in promoting socially inclusive practices that involves work both in the clinic and on community and social levels.
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Kelly, Aisling Catherine Frances. "Refugee mothers' experiences of forced migration and its impact upon family life." Thesis, University of Hertfordshire, 2016. http://hdl.handle.net/2299/17189.
Full textAbstract:
In line with dominant Western discourses regarding mental health, research concerning the wellbeing of forced migrants has tended to take an individualistic, symptom-focused approach. Although not without value and utility, it is argued that this narrow focus has the potential to obscure other important experiences, processes and perspectives relating to forced migration, such as considering how refugees make sense of and respond to their experiences at individual and familial levels. For example, there is no known qualitative research within the UK - and little internationally - which explores how the experience of forced migration impacts upon individual and family wellbeing, from the perspective of parents. Hence the aim of this study was to widen the narrow focus regarding refugee wellbeing. A qualitative approach was adopted, with semi-structured interviews exploring the experience of fleeing home and its impact upon family life in the UK for six refugee mothers. Interpretative Phenomenological Analysis (IPA) was selected as a suitable approach to data analysis. Three master themes emerged across participant data, namely: Loss as a constant companion to parenting; A shifting view of the self as a mother, and Taking the good with the bad in family life. A rich account of these master themes and corresponding subthemes is provided. Findings are discussed in relation to existing literature, alongside implications for clinical psychological research and practice, methodological considerations and suggestions for future research.
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Vajdic-Pena, Andrea. "Long-Term Retention Among Child Welfare Workers in Michigan| A Phenomenological Study." Thesis, Walden University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10747883.
Full textAbstract:
High turnover of child welfare workers is a problem to the children and families that receive services and the child welfare organizations that lose their staff. For children and their families, turnover of their assigned worker may interrupt their ability to achieve their permanency goals. Child welfare organizations encounter high costs for hiring staff due to the turnover and the staff that remain suffer with higher caseloads and not being able to provide the quality of services that they should be able to offer. The purpose of this phenomenological study was to understand the lived experiences of child welfare workers who remained with the same employer for 3 years or more. The conceptual framework consisted of 2 theories: organizational climate and organizational culture theory. Two focus groups, consisting of 3 participants from an urban community and 5 participants from a rural community, were used. A snowball sampling method was used to obtain the sample. A content analysis was conducted to discover major and minor themes. This study revealed that 5 factors contribute toward retention: a) caseload size; b) educational background and training; c) recruitment, screening, and selection; d) supervisory support; and e) peer support were supported by all 8 participants. In addition, a new factor of self-care emerged as a result of this study. While all the child welfare workers experienced all the factors that could have resulted in their turnover, due to implementation of self-care techniques they ended up remaining from 3 years to 13 years. Exploring self-care as an answer toward retention is worth exploring and can contribute toward social change in the field of child welfare.
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Roth, Adam Harold. "A Gestalt Oriented Phenomenological and Participatory Study of the Transformative Process of Adolescent Participants Following Wilderness Centered Rites of Passage." Cleveland State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1273163917.
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Hunter, Cheryl Anne. "A qualitative investigation into the lived experience of psychosocial assessment following self-harm." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/a-qualitative-investigation-into-the-lived-experience-ofpsychosocial-assessment-following-selfharm(173523d3-7031-426b-96e7-6f28c6be99fe).html.
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This thesis investigated the experience of taking part in a psychosocial assessment following an episode of self-harm from the service user perspective. Psychosocial assessments are a key aspect of self-harm management in secondary care, designed to identify needs and risk and determine further care. This study utilised interpretative phenomenological analysis to privilege the voices of service users and produce in-depth, contextualised understandings of the experience of assessment and its impact on future help-seeking and engagement with services. Data collection consisted of semi-structured interviews with thirteen participants soon after their hospital attendance; follow-up semi-structured interviews were also completed with seven participants three months later, to explore patient-derived outcomes from assessment and hospital attendance. The lived experiences of participants were characterised by two main features: experiences of life as a struggle and of the self as “less than”. As a result of these struggles and experiences of powerlessness and devaluation, participants mostly saw self-harm and suicide as a natural progression in their narratives. Expressions of suicidal intent reflected a struggle between a desperate desire for change and hopelessness in the face of current circumstances. The key message gained from participants’ accounts of assessment was that the interaction with staff had the power to reinforce or challenge hopelessness and negative self-evaluations. In addition, the way an assessment was conducted had influence beyond the hospital: as an experience which created or reinforced expectations for future instances of help-seeking; as a deterrent or an encouragement to seek help; and as the first step along the path to change. Unfortunately, participants’ experiences of aftercare were dominated by a sense of stagnation due to the failure of services to follow through with promises of aftercare, which affected their attitudes towards future help-seeking and towards themselves. This thesis is the first study to utilise an in-depth idiographic methodology to explore and contextualise the service user experience of psychosocial assessment following self-harm within the wider circumstances of their lives. It demonstrates how patient-staff interactions within the hospital and after discharge can affect future help-seeking through reinforcing or challenging the hopelessness and self-negativity of patients.
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Sasnett, Roger Harris. "The Lived Experience of Parenting Children with Tourette's Syndrome: A Phenomenological Study." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211321903.
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Kendall, Janine. "The experiences of primary school teachers who have children diagnosed with ADHD in their classrooms." Diss., University of Pretoria, 2008. http://hdl.handle.net/2263/23880.
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As children with ADHD are typically diagnosed at school entry level, when problems with especially reading and writing occur, primary school teachers are directly affected by a pressing need to become more educated on the subject of ADHD. The responsibility to teach these young children effectively, and help them to successfully cope with their struggles in an academic environment also rests with the primary school teacher. The purpose of this study was to gain an understanding of the experiences of primary school teachers who have children diagnosed with ADHD in their classrooms. The phenomenological approach was used as a lens for collecting and interpreting data. Four participants from a private school were interviewed and transcripts were analysed and interpreted using the Interpretive Phenomenological Approach. The research findings were that the teachers experiences of having children with ADHD in their classrooms were both positive and negative and were affected by several factors including the number of diagnosed children in the classroom, the degree of severity of ADHD, support received from others, medication for ADHD and knowledge of ADHD. CopyrightDissertation (MA)--University of Pretoria, 2010.
Psychology
unrestricted
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Carvalho, Wirla Risany Lima. "Tessituras da formaÃÃo em avaliaÃÃo educacional: os desafios à cultura de avaliaÃÃo e a busca por uma educaÃÃo crÃtico-reflexiva." Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=17572.
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CoordenaÃÃo de AperfeiÃoamento de NÃvel SuperiorCoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior
nÃo hÃ
Diante do contexto de complexidade, apresentado no sÃculo XXI, e da era denominada de Sociedade do Conhecimento, a EducaÃÃo, sobremaneira, à impactada nas concepÃÃes mais estruturais de sua formaÃÃo. A avaliaÃÃo educacional sofre os efeitos de um cenÃrio que exige forte conhecimento e aplicabilidade para desenvolvimento de prÃticas educativas eficientes. Esta pesquisa teve como objetivo geral diagnosticar de que forma a relaÃÃo entre conhecimento cientÃfico e espontÃneo apresenta-se como fator importante para a internalizaÃÃo do conceito de avaliaÃÃo educacional pelo professor e para uma proposta de reconstruÃÃo na formaÃÃo docente em cultura de avaliaÃÃo. Especificamente, intencionou: i) investigar se a reproduÃÃo da avaliaÃÃo como cultura de exame à uma prÃtica recorrente na prÃtica avaliativa docente, quando nÃo hà conhecimento cientÃfico que promova no professor um processo de internalizaÃÃo do conceito de avaliaÃÃo do ensino-aprendizagem baseado em uma cultura de avaliaÃÃo; ii) constatar se o conhecimento cientÃfico tem importÃncia fundamental para o docente no processo de formaÃÃo do conceito de avaliaÃÃo do ensino-aprendizagem em busca de uma prÃtica de cultura de avaliaÃÃo e educaÃÃo crÃtico-reflexiva; iii) buscar subsÃdios teÃricos que embasem a implementaÃÃo de uma formaÃÃo obrigatÃria em avaliaÃÃo educacional, durante a formaÃÃo em pedagogia e outras licenciaturas nas IES, como fato fundamental para o exercÃcio de uma prÃtica docente em cultura de avaliaÃÃo. A espinha dorsal do estudo foi a teoria de formaÃÃo de conceitos de Vygotsky, complementada por conhecimentos na Ãrea de formaÃÃo docente e da avaliaÃÃo educacional. A abordagem da pesquisa foi qualiquantitativa, de natureza aplicada, utilizando-se nos aspectos qualitativos da hermenÃutica-fenomenolÃgica de Heidegger e Gadamer; e nos quantitativos a anÃlise fatorial e o teste do quiquadrado. Os dados da amostra quantitativa foram coletados com 500 professores em exercÃcio na rede pÃblica de ensino do municÃpio de Fortaleza, CearÃ, atravÃs de escalas de Likert, para depois com nÃmero intencionalmente reduzido de participantes da amostra ampliada, haver a aplicaÃÃo de entrevistas semiestruturadas por adesÃo espontÃnea. Foram utilizados os softwares SPSS 20.0 e Atlas t.i7 para anÃlise dos dados qualiquantitativos. A pesquisa aplicada respondeu Ãs questÃes norteadoras do estudo e diagnosticou que a relaÃÃo entre conhecimento cientÃfico e espontÃneo apresenta-se como fator importantÃssimo para a internalizaÃÃo do conceito de avaliaÃÃo pelo professor e para uma proposta de reconstruÃÃo na formaÃÃo docente em cultura de avaliaÃÃo, porquanto, foi diante da constataÃÃo dessa relaÃÃo intrÃnseca que os professores se revelaram em suas deficiÃncias formativas e conceituais no campo avaliativo. Foi constatado que a reproduÃÃo da avaliaÃÃo como cultura de exame à uma prÃtica recorrente na prÃtica avaliativa docente, quando nÃo hà conhecimento cientÃfico que promova no professor um processo de internalizaÃÃo do conceito de avaliaÃÃo do ensino-aprendizagem baseado em uma cultura de avaliaÃÃo. Constatou-se tambÃm, que o conhecimento cientÃfico tem importÃncia fundamental para o professor no processo de formaÃÃo do conceito de avaliaÃÃo do ensino-aprendizagem em busca de uma prÃtica de cultura de avaliaÃÃo e educaÃÃo crÃtico-reflexiva. Por fim, apresentaram-se muitos subsÃdios teÃricos â em forma de resultados da pesquisa â que embasam a implementaÃÃo de uma formaÃÃo obrigatÃria em avaliaÃÃo educacional, durante a formaÃÃo em pedagogia e outras licenciaturas nas IES, como fato fundamental para o exercÃcio de uma prÃtica docente em cultura de avaliaÃÃo. Pode-se supor que atà em outros cursos das IES, principalmente, os que necessitem da avaliaÃÃo do ensino-aprendizagem, como fato fundamental para o exercÃcio de uma prÃtica docente em cultura de avaliaÃÃo. Defendeu-se nesse estudo a tese de que, se hà uma deficiÃncia notÃria na formaÃÃo docente em avaliaÃÃo educacional â para que uma prÃtica docente em avaliaÃÃo do ensino-aprendizagem seja executada sob a Ãgide da cultura de avaliaÃÃo e de uma educaÃÃo crÃtico-reflexiva â hà uma necessidade premente de formaÃÃo cientÃfica obrigatÃria em avaliaÃÃo educacional, durante a formaÃÃo inicial nos cursos de pedagogia e licenciaturas das InstituiÃÃes de Ensino Superior (IES). Espera-se que o impacto no ensino superior seja fomento à geraÃÃo de uma classe do magistÃrio de professores-cientistas que produzem o saber, nÃo apenas de professores-docentes, que reproduzem e transmitem um saber produzido em outro lugar em relaÃÃo à avaliaÃÃo educacional. Que estes professores-pesquisadores possam fazer da sala de aula um espaÃo de pesquisa onde promovam transformaÃÃes sociais, a partir de seus alunos, despertando nestes a sua prÃpria identidade e busca de autonomia como cidadÃo, como sujeito que foi educado crÃtica e reflexivamente para um pensar e um agir dentro de uma visÃo libertÃria.
Before the context of complexity, presented at the XXI century, and was called the Knowledge Society, Education, greatly, is impacted the most structural concepts of their training. The educational evaluation suffers the effects of a scenario that requires strong knowledge and applicability for the development of effective educational practices. This research aimed to diagnose how the relationship between scientific and spontaneous knowledge is presented as an important factor for internalizing the concept of educational evaluation by the teacher and for a reconstruction proposal in teacher training in evaluation culture. Specifically, purposed: i) investigate whether the reproduction of evaluation as test culture is a recurring practice in teacher evaluation practice, when there is no scientific knowledge to promote the teacher a process of internalization of the concept of evaluation of teaching and learning based on a culture evaluation; ii) establish whether scientific knowledge is of fundamental importance for the teacher in the process of formation of the concept of assessment of teaching and learning in search of a practical evaluation culture and critical-reflexive education; iii) seek theoretical support that could support the implementation of a mandatory training in educational evaluation during training in pedagogy and other degrees in HEIs, as a fundamental fact for the exercise of a teaching practice in evaluation culture. The backbone of the study was the formation of theory concepts of Vygotsky, complemented by expertise in the area of teacher training and educational evaluation. The research approach was qualitative-quantitative, applied nature, using the qualitative aspects of hermeneutic phenomenology of Heidegger and Gadamer; and the quantitative factor analysis and the chi-square test. Data from the quantitative sample was collected with 500 teachers working in public schools in the city of Fortaleza, CearÃ, through Likert scales, then with intentionally small number of participants of the expanded sample, be the application of semi-structured interviews for membership spontaneous. the SPSS 20.0 and Atlas t.i7 for analysis of qualiquantitativos data were used. The applied research answered the study questions and diagnosed that the relationship between scientific and spontaneous knowledge is presented as an important factor in the internalization of the concept of assessment by the teacher and for a reconstruction proposal in teacher training in evaluation culture because, it was on the realization of this intrinsic relationship that teachers have proved in their formative and conceptual weaknesses in the evaluation field. It has been found that the reproduction of evaluation as test culture is a recurring practice in teacher evaluation practice, when there is no scientific knowledge to promote the teacher a process of internalization of the concept of evaluation of teaching and learning based on an evaluation culture. It was also found that scientific knowledge is of fundamental importance for the teacher in the process of formation of the concept of assessment of teaching and learning in search of a practical evaluation culture and critical-reflexive education. Finally, presented are many theoretical support - in the form of search results - that support the implementation of a mandatory training in educational evaluation during training in pedagogy and other degrees in HEIs, as a fundamental fact for the exercise of teaching practice in evaluation culture. It can be assumed that even in other courses of IES, particularly those who require the evaluation of teaching and learning as a fundamental fact for the exercise of a teaching practice in evaluation culture. It has been argued in this study the thesis that if there are serious deficiencies in teacher training in educational evaluation - for a teaching practice in evaluation of teaching and learning to run under the aegis of the evaluation culture and a critical-reflexive education - there is a pressing need for mandatory scientific training in educational evaluation during initial training in pedagogy courses and degrees of higher education institutions (HEIs). It is expected that the impact on higher education is promoting the generation of a class of teaching teachers-scientists produce knowledge, not only teachers-teachers who reproduce and pass a knowledge produced elsewhere in relation to educational evaluation. These professors-researchers can make the classroom a research space where promote social change, from her students, awakening these to their own identity and quest for autonomy as a citizen, as a person who was educated critical and reflexively for thinking and act within a libertarian view.
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Griffin, Alyson. "Solution Focused Practitioners' experiences of facilitating post traumatic growth during brief therapy." Thesis, University of Wolverhampton, 2015. http://hdl.handle.net/2436/595016.
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It is understood that trauma is something that can affect people in life. Trauma is a term that is readily used to acknowledge the experience of someone exposed to an adverse life event. There are various psychological therapies that help individuals to overcome trauma experiences. The unique contribution of this study is that little is known about the way in which Solution Focussed Brief Therapy (SFBT) can help clients coming to terms with such an experience, because it can help to facilitate post traumatic growth. SFBT is strengths based and is part of the positive psychology movement, where there is more of an emphasis on client resilience, rather than alleviating distress. SFBT offers a different way of working to the approaches already being utilised in this field. The current study aimed to provide insight into the experiences of Solution Focused Practitioners facilitating post traumatic growth during brief therapy, using qualitative methods. The study explored the experiences of a homogenous sample of six Solution Focused Practitioners; all had worked with trauma and were using SFBT in their working practice. Responses to questions asked during semi structured interviews were framed by the setting in which the practitioners worked, because they all operated from a centre known to the researcher. However, despite the potential influence of the setting, the researcher gained honest insight into the application of SFBT to trauma. Semi structured interviews were conducted and the interviews were transcribed. Verbatim transcripts were analysed using Interpretative Phenomenological Analysis (IPA) and from this four main themes were found: (i) Who am I? – Becoming Solution Focused; (ii) A problem world where trauma exists; (iii) A positive cocoon where growth can occur; (iv) The longevity of the approach – a big fish in a small pond. Further exploration of these themes along with their subthemes is included in the paper. Research literature relevant to this study is discussed and implications for further research and practice are also taken into consideration.
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Conlan, Louise-Margaret. "Exploring dynamic processes : a qualitative study of problem-based learning experiences within clinical psychology training." Thesis, University of Hertfordshire, 2013. http://hdl.handle.net/2299/10617.
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Aim: The existing literature on the experiences of individuals who have undertaken Problem-Based Learning (PBL) as part of their doctoral Clinical Psychology training in the UK is scarce, particularly from the perspective of qualitative peer research. The aim of the present study was to construct and articulate a deeper account of such experiences, and in particular, to explore how individuals make sense of these experiences. It is hoped that the findings of the present study will increase awareness within Clinical Psychology training programmes of the experiences, perspectives and needs of trainees who undertake PBL. Method: A qualitative approach was adopted. Semi-structured interviews were conducted with eight Trainee Clinical Psychologists who have undertaken PBL at a Clinical Psychology training programme in South-East England. Their accounts were analysed using Interpretative Phenomenological Analysis (IPA), which endeavours to illuminate the lived experiences of small samples of individuals who have experienced a particular phenomenon. Results: The analytic procedure highlighted four main themes emerging within participants’ accounts: Intensity of the experience; Striving towards connection versus fear of disconnection; Responses to manage the experience(s) can be unhelpful and helpful; and Trying to make sense of PBL. Implications: Participants characterised PBL as a challenging yet invaluable process through which they made significant gains, both professionally and personally. Facilitators were noted to play a key role in helping to create safe spaces in which trainees are supported to engage with issues that may arise for them in relation to their professional and personal development. Implications and recommendations are outlined for the benefit of Clinical Psychology training programmes that may wish to incorporate or alter PBL within their syllabuses.
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Kajokienė, Ilona. "Mergaičių seksualumo patyrimas viduriniojoje paauglystėje." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140124_091050-60684.
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Subjektyvių seksualumo išgyvenimų paauglystėje analizė nėra dažna tema psichologinių tyrimų lauke. Tačiau tai nereiškia, kad turėtume sutikti su paplitusia, tačiau mokslinę žiūrą ribojančia perspektyva, seksualumą tapatinančia tik su seksualine elgsena. Šioje disertacijoje atsisakoma išankstinių nuostatų paauglių seksualumą vertinti tik kaip problematišką ir rizikingą reiškinį. Kaip heteroseksualios mergaitės išgyvena savo seksualumą viduriniosios paauglystės laikotarpiu (14-17m.)? Kaip jų seksualumas atsiskleidžia kasdienybėje? Atsakymams atrasti šiame tyrime pasitelkta kokybinio tęstinio tyrimo strategija ir interpretacinės fenomenologinės analizės metodas. 9 tyrimo dalyvių interviu medžiaga atskleidė, jog 14 -15 m. amžiuje seksualumo patirtis galima struktūruoti kaip keturias metatemas: fizinio seksualumo atpažinimą; seksualios Aš fragmentiškumą; seksualumo patyrimą kaip santykio Aš-priešingos lyties KITAS, dalį; buvimo seksualia, bet ne „pasileidusia“: naujo tapatumo paieškas. Disertacijoje formuluojama žvilgsnio situacijos koncepcija, aiškinanti seksualios Aš įsisąmoninimą. Pristatomas nuoseklus buvimą ir tapsmą seksualia paaugle iliustruojantis atvejis.The experience of sexuality in adolescence is not a frequent research object in the field of psychological inquiry. However, it does not mean that we must accept the narrow identification of sexuality with the sexual behavior. The discourse of this thesis denies the prejudices to see adolescent sexuality as the problematic and risky phenomenon only. How the girls undergo their experience of sexuality in mid-adolescence (age 14-17)? The novel strategy of the developmental longitudinal qualitative research and the method of interpretative phenomenological analysis were selected to answer this question. The findings of nine girls (age of 14-15) interview revealed that sexual experience can be structured as four meta-themes: a) recognition of physical sexuality; b) a fragmented sexual Self; c) sexual experience as a part of intersubjective relation between SELF and the opposite sex OTHER; d) a dilemma of being sexual, but not „promiscuous“: search for a new identity. The material provides new data on the first conscious sexual experiences, conceptualized as a gaze situation. The processes of being and becoming a sexual person are uncovered through the coherent case study.
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Truter, Elmien. "South African social workers at risk : exploring pathways to their resilience / Elmien Truter." Thesis, North-West University, 2014. http://hdl.handle.net/10394/10645.
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Social workers worldwide play a pivotal role in delivering social services to those in need of such services. Designated social workers (DSWs) deliver statutory services pertaining to the protection of children in need of care and protection. All social workers are confronted by several professional risk factors that jeopardise their well-being; yet risks specifically observed in DSWs support the plea to enhance their resilience. The purpose of this qualitative phenomenological inquiry was to explore pathways of resilience among resilient South African DSWs by studying relevant literature and examining South African DSWs’ lived experiences. A secondary purpose was to draw on these experiences and literature to develop guidelines for South African DSW supervisors who may encourage the promotion of DSW resilience. Conducting a qualitative research synthesis was the first step and resulted in the confirmation of social worker risk and a deficient understanding of South African DSW resilience. An advisory panel of social work, DSW, and resilience experts assembled and formulated indicators of resilience in resilient South African DSWs, namely: a value-embedded life, having a support network, and having personal strengths, which, next, facilitated the identification of 15 resilient South African DSWs through snowball sampling. These 15 DSWs wrote narratives and were interviewed through semi-structured interviews in order to explore their lived experiences of workplace risks and their resilience processes. The findings concluded that these DSWs adapted to workplace adversities by living a purpose- and practice-informing creed, enjoying supportive collaborations, engaging in constructive transactions, and accentuating the positive. Guidelines for South African DSW supervisors, which emerged from these findings and literature, were proposed to be framed by reflective supervision as a step towards promoting South African DSW resilience.PhD (Social Work), North-West University, Vaal Triangle Campus, 2014
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Rizzo, Weller Melissa. ""Missing Piece of the Puzzle": Identity and Supportive Communication in Adoption Search and Reunion." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1553109784400719.
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Drummond, Susan Margaret. "The experiences of middle-class professional working mothers from Central and Southern Cape Town with regard to work-family conflict." University of the Western cape, 2011. http://hdl.handle.net/11394/5392.
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Magister Psychologiae - MPsychWomen's roles in the workplace have increased but expectations within their family roles have not diminished. Work-family conflict (WFC) occurs when work and family roles are mutually incompatible in some respect. Mothers' representations of their own particular personal contexts seem largely absent from the cultural iconography and so motivations for the study included bringing to light the phenomenological experiences of contemporary full-time working mothers by developing a rich description of their lived experience. These ideas have not been widely explored in South Africa. The study aimed to explore how full-time working mothers experience work-family conflict, including how they conceptualise their dual roles, how salient each role is to them, the factors in the work and family domains which are particularly pertinent for them and any coping strategies they might employ. The study used as a theoretical framework the model of work-family conflict developed by Greenhaus and Beutell in 1985, together with an extension from the work of Amstad, Meier, Fasel, Elfering and Semmer in 2011. The study used a phenomenological methodology. Eight middle-class, professional, full-time working mothers from the Southern Suburbs and City Bowl of Cape Town were interviewed individually, using a semi-structured interview schedule. A qualitative paradigm was used to analyse the interviews. Emotional and cognitive repercussions of WFC were many, including feelings of unsustainability. Some participants acknowledged a need to compromise in order to cope, but the current normative messages are not conducive to this. Participants aspire, not to stop working, because the role of worker is regarded as important for self-definition, but to reduce their overall load. The generalisability of this study was reduced because of its localised ambit, its small size and some similarities in socio-economic profile among the participants. Future studies could further explore the choices or strategies which are successful in reducing WFC.
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Shah, Snehal. "The experience of being a trainee clinical psychologist from a black and minority ethnic group : a qualitative study." Thesis, University of Hertfordshire, 2010. http://hdl.handle.net/2299/5088.
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Aim: The existing evidence-base indicates that the experience of being a Black and Minority Ethnic (BME) trainee clinical psychologist is under-researched. The aim of the current study was to capture the broader training experiences of BME trainee clinical psychologists. The impact of potential personal and professional experiences that may arise for BME trainee clinical psychologists may be important for course tutors and clinical supervisors to explore with them in relation to personal and professional development. Thus, it is hoped that the findings of the current study will raise an increased awareness within the clinical psychology training courses, of their needs, perspectives and experiences. Method: A qualitative approach was adopted for this study. Semi-structured interviews were conducted with nine BME trainee clinical psychologists. The accounts were analysed using IPA, which attempts to illuminate the lived experience of a phenomenon for small samples of individuals. Results: The analytic procedure highlighted five main themes which emerged from participants’ accounts: The hardship of not being White, The challenge of negotiating multiple identities, Challenges and dilemmas of highlighting race and culture issues, The versatility that comes with being a BME trainee and Finding connections and safe places. Implications: Current initiatives to attract more applicants from BME groups need to be considered in the context of wider structural experiences of power and difference in relation to race, ethnicity and culture that operate in the training arena. Courses need to explicitly state their commitment to supporting trainees from BME groups with regards to their experiences of difference. Emphasis should be placed on personal and professional development of all trainees and needs to include work on privilege, social disadvantage, and racism. Programmes should also undertake a commitment to training course staff and supervisors in relation to race issues in the context of training.