Thesis (M.A.)--Ohio University, November, 2007. / Title from PDF t.p. Includes bibliographical references.

Thesis (M.A.)--University of North Texas, May, 2008. / Title from title page display. Includes bibliographical references.

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2008. / Typescript. Includes bibliographical references (leaves 105-111).

Thesis (M.A.)--University of Cincinnati, 2004. / Title from PDF title page (viewed on Mar. 27, 2005). Includes bibliographical reference (p. 73-76).

Thesis (M.A.)--Mount Saint Vincent University, Dalhousie University, and Saint Mary's University, 1999. / Includes bibliographical references (leaves 143-151).

Thesis (M.A.)--University of Akron, School of Communication, 2009. / "May, 2009." Title from electronic thesis title page (viewed 9/30/2009) Advisor, Mary E. Triece; Committee members, Carolyn M. Anderson, N. J. Brown; School Director, Carolyn M. Anderson; Dean of the College, James M. Lynn; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2009. / Includes bibliographical references (p. 50-53).

M.Ed. / As an Educational Psychologist, one is frequently touched by people struggling to come to terms with life’s complexities, which may in some instances be termed a life in crisis. This crisis may often involve change, which may cause the person to embark on a journey of discovery where the destination may not be what he/she had planned. A mother may embark on just such a journey when she is confronted by the loss brought about by her child’s “coming out” as either gay or lesbian. A mother approached the Institute for Child and Adult Guidance in need of guidance where the acceptance of her son’s alternative lifestyle was concerned. Her story piqued my interest as I am a mother and because I have recently experienced “coming out” with many of my friends. I immediately recognized that this was a mother on the threshold of a journey of discovery that may well enable me to assist and support others in similar situations. I wondered what I, as an Educational Psychologist, might learn from a mother’s journey towards acceptance of her son’s alternative lifestyle. In addition to this question, I realized that I would need to explore her dominant discourses, which may have influenced her view of the alternative lifestyle and that I, as her therapist, would have a role to play in deconstructing them. I would also have to deconstruct the traditional power relationship that exists between a client and a therapist and in this case between a participant and a researcher. The research was conducted within a qualitative research paradigm. In order to answer the research question and to specify the aims of the research, in terms of the Narrative Therapy paradigm, a Participatory Action Research strategy was followed. This manner of conducting research aims at constructing knowledge and meaning together with the participants of the study, thus creating a collaborative process. In this study, multiple methods of data collection were employed in order to construct and co-create rich data with the participant. This data included recordings of therapeutic conversations, as well as journal texts and letters written by my client and me. The experiences of the mother were recorded by way of thick descriptions and reflections. These thick descriptions reflected her journey towards, and our understanding of, acceptance. From the results research, it became evident that acceptance is an ongoing process. It also became apparent that my client had the ability to deal with her problems and to move towards a place where acceptance appeared to be possible. The collaborative process made it possible for a mother’s voice to be heard regarding her knowledges and skills where her own journey towards acceptance was concerned. It also broadened a community of care within her family and circle of friends and even nationally, after we were interviewed by a national magazine, the purpose of which was to offer advice to other parents in a similar situation.

Doctor of Philosophy / Department of Counseling and Educational Psychology / Judith K. Hughey / The purpose of this phenomenological research study was to describe and to understand religio-spirituality in the coming-out process for homosexual, bisexual, and transgender college students. The three research questions were as follows: (1) What have religious affiliations taught traditional college-aged lesbian, gay, bisexual, and transgender (LGBT) students about homosexuality?; (2) In what ways does a person's religio-spiritual life hinder/enhance the sexual identity development process and the coming-out process for a traditional college-aged student?; and (3) In what ways does the traditional college-aged LGBT student's religio-spirituality change through the process? Following completion of semi-structured interviews of 15 participants, the researcher acknowledged the emergence of nine categories that explain the essence of the coming-out process and its connection with religio-spirituality: (1) a noticeable societal influence on lesbian, gay, bisexual, or transgender (LGBT) beliefs, (2) an evident family influence on LGBT beliefs, (3) a direct church influence on LGBT beliefs, (4) a difficulty in merging sexuality and religio-spirituality, (5) a feeling of guilt for being an LGBT individual, (6) religio-spirituality affects when and to whom to come-out, (7) many leave the church after coming-out, (8) a feeling of need to protect family still in church after coming-out, and (9) an attempt to maintain a relationship with God or higher being without a relationship in a church or religious institution. These nine conclusions develop the essence of the coming-out process and religio-spirituality. Individuals in the coming-out process find themselves at a divide in their lives and they must decide which path to follow or attempt to make the paths intersect. The coming-out process is often an internal debate of whether they are LGBT, whether to come-out, and whether they should leave a church or change religio-spirituality. In student affairs, administers, counselors, and campus ministers can use data and conclusions from this research to understand the coming-out process and the overlapping nature of religio-spiritual identity and sexual identity. The researcher concludes that these professionals must have an understanding of the stages of growth for LGBT students as they attempt to come-out to friends and family as well as possibly maintain a religio-spiritual identity.

HUNGER: ESSAYS is a collection of lyric essays that present the coming-of-age story of a young woman growing up in a Panamanian family where identity is defined by patriarchal notions of femininity (e.g., physical appearances) and economically-oriented career aspirations. In an attempt to fit into this family rather than explore her difference, the narrator undergoes psychological trauma that results in anorexia during her young adulthood. As she works towards healing, the narrator grapples with Western dichotomies of body and mind in an effort to become a more integrated self.