Dissertations / Theses: 'Survivor's stories'

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De, Swardt Catherine. "Speaking with rape survivors : an analysis of the stories women share." Master's thesis, University of Cape Town, 2006. http://hdl.handle.net/11427/10400.

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Includes bibliographical references (leaves 109-117).
Rape is an all too familiar phenomenon in South Africa. Yet, whereas there is a growingliterature in the west, which examines the everyday understandings of rape amongst women, inSouth Africa documented understanding of rape is largely contained within theoretical-sociological explanations for its high prevalence. This study aimed to explore the ways in which a group of rape survivors in the Western Cape, South Africa, make sense of rape and its impact on their lives. A secondary aim was to examine whether Western trauma classifications provide a useful framework for understanding the impact of rape in this context. The study formed the qualitative component of a larger quantitative study focused on women's adherence to anti-retroviral medication post rape (The Post Exposure Prophylaxis Study). The research question was approached from a feminist social constructionist perspective, using qualitative methodology. In depth interviews with ten rape survivors were carried out, six months postrape.

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Ewing, Kimberly J. "The role of memory in the therapy of adult survivors of childhood sexual abuse, women survivors tell their stories." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq24462.pdf.

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Stirbys, Cynthia Darlene. "Potentializing Wellness through the Stories of Female Survivors and Descendants of Indian Residential School Survivors: A Grounded Theory Study." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34264.

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The Indian residential school (IRS) system is part of Canada’s colonial history; an estimated 150,000 First Nations, Inuit, and Métis children attended IRS (Stout & Peters, 2011). Informed by Indigenous principles of respect, relevance, responsibility, reciprocity, and relationality (Deloria, 2004; Ermine 1995; Kirkness & Barnhardt, 2001; Wilson, 2008), this study uses classic grounded theory to explore how female IRS survivors or their female descendants are coping with the intergenerational transmission of trauma. Specifically, the general method of comparative analysis was used to generate theory and identify categories and conceptualizations. The emergent problem found that individual survivors and their descendants were dealing with kakwatakih-nipowatisiw, a Cree term used to identify learned colonial (sick) behaviours. These behaviours manifested first among the administrative staff of the schools, then eventually emerged as female generational violence between, for example, mothers and daughters. Indigenous women in this study aimed to resolve this, their ‘main concern’, in order to strengthen familial relations, especially between female family members. Analysis resulted in the identification of a theory derived from the social process of potentializing wellness, which was grounded in the real-world experiences of Indigenous women. Potentializing wellness involves three dimensions: building personal competencies, moral compassing, and fostering virtues. It was revealed that Indigenous women perceive the ongoing generational effects of IRS differently, and as a result, three behavioural typologies emerged: living the norm, between the norm, and escaping the norm. The “norm” refers to the belief that violence is accepted as a normal part of family life. The paradox, of course, is that this type of behaviour is not normal and Indigenous women in this study are looking for ways to eliminate aggressive behaviours between women. The discoveries made in this research, coupled with the final integrative literature review, suggest that Indigenous People’s cultural ways of knowing have a holistic component that addresses all wellness levels. Effective strategies to deal with intergenerational trauma can emerge when holistic health is followed by, or happens concordantly with, reclaiming cultural norms grounded in community and spiritual life. Indigenizing a Western intervention is not enough. Focusing on the spiritual as well as emotional, physical, intellectual, and social aspects of self is seemingly the best approach for Indigenous People who are dealing with the intergenerational effects of trauma.

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Shields, Jeraline C. "Making meaning of existential perspectives| Pentagon survivors share stories of September 11, 2001." Thesis, Fielding Graduate University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3609804.

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This study examined the experiences of Pentagon employees who survived the September 11, 2001, terrorist attack on their workplace. Six participants provided individual stories of their human experiences. One-on-one interviews were used to gather data, which was analyzed using thematic analysis. Findings indicated that survivors who did not sustain physical injuries also had not received psychological evaluation or care. Social trauma of that magnitude required my awareness of the impact on participants to revisit elements associated with the experience. Unexpected traumatic experience through survivors' stories added to literature descriptions and meanings of individual employees in the United States. Trauma experience stories by people of various cultural development uncovered their support systems, coping techniques, and delved into stories which surfaced questions about the psychological and sociological impact of unexpected trauma on human life beyond this study. Patriotism, employee group cohesiveness, family support, and grief, duty, and dedication to the employees who died and were physically injured were responsible for Pentagon employee survivors' resilience to immediately pick up the pieces after the attack and beyond to continue to carry out the mission of the United States government.

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Jaloul, Omaima. "Survivors Of The Syrian War : In Wording Our Stories We Begin To Heal." Thesis, Linnéuniversitetet, Institutionen för design (DE), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96355.

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Traumas due to war and displacement vary in size and intensity. Ideally, one would seek support or help from a therapist or society, however, due to circumstantial reasons, it’s mostly impossible for refugees to get proper help, for example because of the language factor, the absence of family and friends, or the pressure to integrate and move on. This project explores the role of design and art in shedding light on the topic, as well as applying principles of psychology to offer support and representation to its target group of Syrian refugees in Europe.

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Sanders, Susan Thompson. "Stories of struggle and survival : the social construction of school experience by incest survivors /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7693.

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Reed, Delanna. "Stories of Strong Women Presented for Women Cancer Survivor Retreat, Oncology Services." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1293.

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Dorgan, Kelly A., Kathryn L. Duvall, and Sadie P. Hutson. "Telling Stories about Cohabitating Morbidities: Female Cancer Survivors’ Interconnecting Illness Narratives in Southern Central Appalachia." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1266.

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Yamaguchi, Precious Vida. "World War II Internment Camp Survivors: The Stories and Life Experiences of Japanese American Women." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276884538.

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Brand-Cousy, Nicole Marie. "Stories of yoga and recovery told by survivors of interpersonal trauma : exploring body, self and relationships." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/57661.

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A complex systems view of the mind describes self-regulation as the ability of the mind to dynamically organize itself in a way that integrates the flow of physiological, affective, cognitive and relational experience as a guide to meaning making and adaptive action. Increasing recognition of the complex effects of interpersonal trauma has challenged clinicians to expand therapeutic work to address the self-regulatory challenges of traumatized clients. In addition to disruptions in memory, survivors of interpersonal trauma experience profound disruption in their sense of body, self, and relationships. Working directly with the body through the practice of yoga is believed to address these self-regulatory disruptions, but little research has explored the meaning of this experience for participants in a real-world setting. This study uses an interview-based, narrative method to explore the stories of survivors of interpersonal trauma who participate in yoga classes as part of their recovery process. Specifically, it explores how participants describe and understand their experience of body, self and relationships within the practice of yoga, and in relation to their process of healing from trauma. Four unique narrative accounts were constructed from in-depth interviews with four participants, and analysis utilizing the Listening Guide Method (Gilligan, 2015) focused on themes related to body, self and relationships. A cross-narrative analysis identified themes of teacher as frame of trust and knowledge, reconnection to self through body, restoration of self as agent, and contact with suffering. Findings are discussed in light of existing literature on yoga, mindfulness and traumatic stress studies, and novel findings are framed within an attachment-based, developmental, and complex-systems lens.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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Lahn, Jennifer. "Problematizing the victim/survivor binary: letting stories of sexual violence breathe through feminist narratives." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=119749.

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This self-study is a narrative exploration of sexual violence and the process of identity deconstruction and (re)negotiation. I adopt a third-wave feminist perspective to contest the dichotomized labels victim and survivor in the existing literature on sexual violence against women. Situating myself as a woman who has experienced sexual violence, I narrate and reflect on my own account of my experience. Narrating from a place of vulnerability opens up a space for self-reflection and identity (re)negotiation. Such narratives have the potential to engender and embody powerful sites of introspection and social analysis for author and readers. Influenced by Horsman's (2005) advocacy for pedagogies that incorporate discourse on violence and trauma, I argue that narratives of violence and vulnerability have a place within education. By incorporating narrative discourse of violence and vulnerability into education settings, it is possible to challenge (mis)conceptions of sexual violence and those who experience such trauma.
Cette autoanalyse parcoure l'étude narrative de la violence sexuelle, le processus de déconstruction identitaire, et la (re)négociation. À l'aide de la théorie du féminisme de la troisième vague, je remets en question les étiquettes de 'victime' et de 'survivante' présentes dans les études existantes sur la violence sexuelle faite aux femmes. En tant que femme ayant vécu une expérience similaire, je présente une introspection de ce qui m'est arrivé.Cette narration mène inévitablement à la vulnérabilité, et ouvre la voie à l'introspection et à la (re)négociation de l'identité. Ces explications peuvent être garants d'épisodes marquants d'introspection et d'analyse sociale pour les auteurs et les lecteurs. Je m'inspire également de la théorie de Horsman (2005) qui est en faveur des pédagogies incorporant le discours sur la violence et le traumatisme dans le but de montrer que les récits sur la violence et la vulnérabilité ont leur place dans le système éducatif. En ajoutant les récits sur la violence et la vulnérabilité dans un contexte éducatif, il devient possible de défaire les préjugés associés à la violence sexuelle et à aux personnes ayant vécu des traumatismes comme ceux-là.

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Sadler-Gerhardit, Claudia. ""And then what happened?" the lived experiences of breast cancer survivors and their stories of change and meaning /." Akron, OH : University of Akron, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1195063845.

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Dissertation (Ph. D.)--University of Akron, Dept. of Counseling, 2007.
"December, 2007." Title from electronic dissertation title page (viewed 02/27/2008) Advisor, Cynthia Reynolds; Committee members, Sharon Kruse, Patricia Parr, Sandra Perosa, Paula Britton; Department Chair, Karin Jordan; Dean of the College, Cynthia F. Capers; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

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Sadler-Gerhardt, Claudia. "“And Then What Happened?”: The Lived Experiences of Breast Cancer Survivors and Their Stories of Change and Meaning." University of Akron / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=akron1195063845.

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14

Cordero, Annel. "Understanding Experiences of Female Survivors of Domestic Violence: Stories of Strength, Resilience, and Mechanisms that Assist in Leaving Violent Relationships." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/2165.

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Domestic violence (DV) touches the lives of many individuals in close, intimate relationships. Women of all ages, ethnicities, nationalities, and from all walks of life—the poor and the wealthy—demonstrate how widespread this phenomenon is and shed light to the deleterious effects of DV to individuals and society. While current research has demonstrated that progress has been made and is moving away from blaming individuals in abusive situations, few studies have broached this topic using qualitative methodology in order to give voice to women’s stories in hopes of better understanding their lived experiences. The goal of this study was to provide a better understanding of women’s stories and of the mechanisms that assist women in leaving violent relationships by obtaining a complete picture of their relationships from beginning to end. Thus, by gaining more insight into their sources of strength, resilience, and mechanisms that

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15

Jevtic, Elizabeta. "Blank Pages of the Holocaust: Gypsies in Yugoslavia During World War II." BYU ScholarsArchive, 2004. http://contentdm.lib.byu.edu/ETD/image/etd463.pdf.

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Thesis (M.A.)--Brigham Young University. Dept. of German and Slavic Languages, 2004.
"August 2004." Title taken from PDF title screen (viewed September 11, 2007). Includes bibliographical references (p. 158-163).

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16

Manning, Joseph. "Stories of survival : exploring long-term psychosocial well-being in childhood survivors of acute life threatening critical illness : a multiple-case study." Thesis, University of Nottingham, 2015. http://eprints.nottingham.ac.uk/29334/.

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Background: Childhood critical illness is characterised by a rapid and potentially catastrophic loss of physiological reserve caused by a wide variety of illnesses and injuries. In the Western world, death from childhood critical illness is rare due to advances in paediatric intensive care (PIC) provision, medicine, technology and public health. However, surviving PIC can expose children and their families to a complex array of physical, psychological and social problems. Physical disability, chronic illness, delirium, and stress symptoms have been reported to manifest in the immediate to short-term (

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17

"The After Generations: Legacies and Life Stories of Children and Grandchildren of Holocaust Survivors." Doctoral diss., 2012. http://hdl.handle.net/2286/R.I.15951.

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abstract: The Holocaust and the effects it has had upon witnesses has been a topic of study for nearly six decades; however, few angles of research have been conducted relating to the long-term effects of the Holocaust upon the children and grandchildren of Holocaust survivors--the After Generations. The After Generations are considered the proof--the living legacies--that their parents and grandparents survived. Growing up with intimate knowledge of the atrocities that occurred during the Holocaust, members of the After Generations not only carry with them their family's story, but also their own vicarious experience(s) of trauma. From this legacy comes a burden of responsibility to those who perished, their survivor parents/grandparents, the stories that were shared, as well as to future generations. Using grounded theory method, this study not only explores the long-term effects of the Holocaust upon members of the After Generations, but what it means to responsibly remember the stories from the Holocaust, as well as how individuals might ethically represent such stories/memories. Findings that developed out of an axial analysis of interview transcripts and journal writing, as well as the later development of a performance script, are embodied in a manner that allows the actual language and experiences of the participants to be collectively witnessed both symbolically and visually. Through their desire to remember, members of the After Generations demonstrate how they plan to carry on traditions, live lives that honor those that came before them, and maintain hope for the future. In so doing, the stories shared reveal the centrality of the Holocaust in the lives of members of the After Generations through their everyday choices to responsibly and actively remember through their art, writings, life-work, as well as from within their work in their local communities. Such acts of remembrance are important to the education of others as well as to the construction and maintenance of the After Generations' identities. The representation of these voices acts as a reminder of how hatred and its all-consuming characteristics can affect not only the person targeted, but multiple generations, as well.
Dissertation/Thesis
Ph.D. Communication 2012

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18

Meduric, Hayley Christina. "Breaking the Silence : the stories of men who are survivors of childhood sexual abuse." Diss., 2009. http://hdl.handle.net/10500/3273.

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This research focuses on the personal stories surrounding men who were sexually abused in childhood. The aim of this study is to shed light on the experiences of these men, and attempt to lift the veil of secrecy and stigma attached to male childhood sexual abuse. Three participants were selected for this qualitative study using the selection procedure of purposive sampling. Each participant was introduced with the use of a semi-structured interview format, and the information that was obtained from each participant was explored using a hermeneutic analysis approach. The results suggest that society’s naivety and ignorance of issues pertaining to sexually abused men are prominent. Both differences and similarities, in relation to the experiences of these men, are evident. With particular reference to the three participants whom partook in this study, the differing experiences that appear significant are suicidal ideation; low self-esteem; flashbacks; fear of men in general; and mind-body separation. The similar experiences that are evident within the participants’ stories are their desire for secrecy; fear of what society may think of them; desperate attempts to cope and subsequently escape the memories of their pasts; long-lasting effects, such as a lack of trust and an absence of intimacy; and determination to move forward and prevail.
Psychology
M.A. (Clinical Psychology)

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19

Rogers, Kenya. "Honouring the stories of student-survivors: trauma informed practice in post-secondary sexualized violence policy review." Thesis, 2020. http://hdl.handle.net/1828/12078.

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Rape culture permeates the landscape of post-secondary education throughout Canada. In recent years, student-survivors and advocates have been influential in the creation of provincial legislation mandating colleges and universities to develop stand-alone sexualized violence policies. In British Columbia these policies are to be institutionally reviewed every three years, but there is no clear legislative direction as to how these reviews should be conducted, or how survivors and advocates voices will be included. My thesis examines the impacts of campus sexualized violence and the integral role that student-survivors and their stories play in transforming rape culture. Through the voices of nine University of Victoria student-survivors and five community-based service providers, I demonstrate that student-survivors and those who support them act as both change-agents and subject matter-experts regarding campus rape culture; as such, their inclusion in policy development and review is essential. However, my thesis also demonstrates that student-survivors and advocates navigate an increasingly corporatized post-secondary environment, whereby the stories of student-survivors are considered dangerous to the campus brand and reputation. In taking seriously the trauma associated with sexualized violence and the consequences of the corporate campus, my thesis offers a Trauma Informed Consultation Guideline. This guideline provides a trauma-informed and community based approach to consulting student-survivors in policy review with the intention of creating safer opportunities for story to inform future policy directions.
Graduate

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Martin, James Henry Iain. "Carrying the torch of hope: survivors' narratives of trauma and spirituality." Diss., 2003. http://hdl.handle.net/10500/1311.

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This research journey examines the process of co-creating, along with my co-travellers (research participants), a more holistic approach to trauma debriefing. Whilst incorporating elements of Mitchell's (1983) Critical Incidence Stress Debriefing model (C.I.S.D.), our point of difference has been to adopt a narrative pastoral approach. This was achieved by introducing spirituality and narrative therapy practices. Our research pathway has been further shaped by adopting a qualitative research approach within a postmodern, social construction discourse. My research curiosity was invited by both the mind, body and soul divide expressed in psychology; and the healing possibilities of spirituality I have witnessed in both my own and in the lives of others. While my co-travellers predominantly preferred to express their spirituality in terms of Christianity, our narrative pastoral approach to trauma debriefing is offered to people of all religious persuasions.
Practical Theology
M.Th. (with specialisation in Pastoral therapy)

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Wright, Cardinal Sarah. "Beyond the sixties scoop: reclaiming indigenous identity, reconnection to place, and reframing understandings of being indigenous." Thesis, 2017. https://dspace.library.uvic.ca//handle/1828/8956.

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This study used life experience methods to gather the narratives of seven adult Indigenous transracial adoptees who have reclaimed their Indigenous identities after experiencing closed adoption during the late 1950s through to the early 1980s. Participants had been members of Aboriginal (First Nations, Metis, Inuit) communities at birth but were then raised outside their Indigenous nations in non-Indigenous families. Through analysis of their stories, I identified four themes that marked their trajectories to reclamation: Imposed fracture (prior to reclamation); Little anchors (beginning healing); Coming home (on being whole); Our sacred bundle (reconciling imposed fracture). Their stories of reconnecting to their Indigeneity, decolonizing and healing illustrate their shifts from hegemonic discourse spaces that characterized their lived experiences as “other” to spirit-based discourses that center Indigenous knowledge systems as valid, life affirming, and life changing. This dissertation contributes to the debate on state sanctioned removal of children and the impacts of loss of Indigenous identity in Canadian society. My findings indicate that cultural and spiritual teachings and practices, as well as, the knowledge of colonization and its impacts on Indigenous families, communities, and nations, all contributed to adoptees’ healing and ability to move forward in their lives. Key recommendations include: further exploration of the concept of cultural genocide in relation to settler-colonial relations in Canada; further examination of the intersection of counter-narratives, resistance discourse, and colonial violence; increased investigation of the connections between Indigenous knowledge systems, living spirit-based teachings and educative aspects of community wellness; and more research examining education beyond formal schooling, including the formative effects upon Indigenous youth of social values, public policy, and legal frameworks.
Graduate

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Stasko, Carly. "A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing." Thesis, 2009. http://hdl.handle.net/1807/18109.

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This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.

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Dissertations / Theses on the topic 'Survivor's stories'

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