Assisting young people in becoming resilient is the topic of much research in the education community. My research utilised the life stories of four participants and sought to understand their experiences in their attainment of resiliency. Their personal accounts offered a unique perspective. Attachment Theory, Locus of Control Theory and Self-Efficacy Theory has much to offer the topic of resiliency and support the findings of my study. Results indicate that each of the participants had secure attachments, an internal locus of control and a strong personal self-efficacy. Optimism and hardiness were evident as each participant spoke about the process of attaining resiliency. Insights as to how educators can utilise the findings of this research and promote resilience were also addressed. / October 2008

Assisting young people in becoming resilient is the topic of much research in the education community. My research utilised the life stories of four participants and sought to understand their experiences in their attainment of resiliency. Their personal accounts offered a unique perspective. Attachment Theory, Locus of Control Theory and Self-Efficacy Theory has much to offer the topic of resiliency and support the findings of my study. Results indicate that each of the participants had secure attachments, an internal locus of control and a strong personal self-efficacy. Optimism and hardiness were evident as each participant spoke about the process of attaining resiliency. Insights as to how educators can utilise the findings of this research and promote resilience were also addressed.

Assisting young people in becoming resilient is the topic of much research in the education community. My research utilised the life stories of four participants and sought to understand their experiences in their attainment of resiliency. Their personal accounts offered a unique perspective. Attachment Theory, Locus of Control Theory and Self-Efficacy Theory has much to offer the topic of resiliency and support the findings of my study. Results indicate that each of the participants had secure attachments, an internal locus of control and a strong personal self-efficacy. Optimism and hardiness were evident as each participant spoke about the process of attaining resiliency. Insights as to how educators can utilise the findings of this research and promote resilience were also addressed.

This thesis examines narrative practice in relation to identities of male youth (12-18) who have engaged in sexually abusive behaviours. To answer the following research question: How do male youth who have engaged in sexually abusive behaviours and participated in a treatment program narrate their experience of changes in their identity? I conducted semi-structured interviews, with male youth who have engaged in sexually abusive behaviours and are residing at Counterpoint House. I employ a narrative analysis and draw from White’s re-authoring map for categories of analysis. Results are examined through a Foucauldian lens and demonstrate that the participants experienced a shift in their identity. / Graduate / narrative practice / narrative therapy / jenniferflower@shaw.ca

No description available.

The purpose of this research was to investigate how, or in what ways, the study and practice of narrative therapy affects the development of therapists and their practices of therapy. The following question was investigated: How, or in what ways, does the study and practice of narrative therapy affect the development of therapists and their practices of therapy? A modified, qualitative, narrative methodology was used that incorporated individual interviews. The stories of four narratively orientated therapists were considered as the data of this research. Seven themes emerged from the participmts' verified stories. The most robust emergent theme, changes as a therapist and as a person, was composed of; changes in depth of awareness, changes in practices of therapy, and changes in living as persons. The remaining emergent themes included; what it is about narrative therapy that works, the values and ethics of the participants, what it is about other therapeutic practices that does not work, the importance of community, personal attributes of the participants, and their challenges of integrating into practice the ideas that make up narrative therapy.

曾翠薇. / "2003年12月". / 論文(哲學碩士)--香港中文大學, 2003. / 參考文獻 (leaves 71-74). / 附中英文摘要. / "2003 nian 12 yue". / Zeng Cuiwei. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2003. / Can kao wen xian (leaves 71-74). / Fu Zhong Ying wen zhai yao. / Chapter 第一章- --- 緒論 / Chapter 第一節： --- 何謂敘事 --- p.1-2 / Chapter 第二節： --- 敘事與人生的實踐 --- p.2-7 / Chapter 第二章- --- 西方敘事性繪畫的釋義及演變 / Chapter 第一節： --- 敘事性繪畫的定義 --- p.7-8 / Chapter 第二節： --- 二十世紀現代藝術的敘事性繪畫 / Chapter 2.1 --- 現代藝術的文化背景 --- p.8-9 / Chapter 2.2 --- 敘事性繪畫在現代藝術中的發展狀況 / Chapter 2.2.1 --- 表現主義繪畫的個體表述 --- p.10-12 / Chapter 2.2.2 --- 超現實主義繪畫的敘事手法 --- p.12-14 / Chapter 第三節： --- 當代敘事性繪畫的面貌 / Chapter 3.1 --- 當代藝術的敘事方式 --- p.14-16 / Chapter 3.2 --- 二十世紀末的敘事性繪畫 --- p.16-17 / Chapter 3.3 --- “新表現´ح和“超前衛´ح --- p.17-21 / Chapter 3.4 --- “新意象´ح與“塗鴉´ح --- p.21-23 / Chapter 第三章- --- 「新繪畫」與當代藝術的關係及其時代意義 / Chapter 第一節： --- 二十世紀下旬藝術的發展形勢 --- p.23-26 / Chapter 第二節： --- 「新繪畫」的作品特徵與後現代文化之關係 / Chapter 2.1 --- 隱喻和象徵 --- p.26-27 / Chapter 2.2 --- 神話與寓言 --- p.27-30 / Chapter 2.3 --- 原始和本能 --- p.31-32 / Chapter 2.4 --- 反諷與拼貼 --- p.32-34 / Chapter 第三節： --- 繪畫的復興的時代訊息 / Chapter 3.1 --- 反省精神 --- p.34 / Chapter 3.2 --- 形象的回歸 --- p.34-35 / Chapter 3.3 --- 敘事性和文學性重新被肯定 --- p.35 / Chapter 第四章- --- 探討繪畫中「真實」意涵的演變 / Chapter 第一節： --- 繪畫中「真實」意涵的演變 / Chapter 1.1 --- 再現的真實 --- p.36-40 / Chapter 1.2 --- 真實與表現性 --- p.40 / Chapter 1.3 --- 個體內在的真實 --- p.40-41 / Chapter 1.4 --- 原始、本能與真實 --- p.42 / Chapter 1.5 --- 後現代中的真實 --- p.43-46 / Chapter 第二節： --- 在敘事性繪畫中追逐「真實」的意涵 --- p.46-49 / Chapter 第五章- --- 結論 --- p.49-53

My dissertation is an inquiry into issues of life-writing, narrative, and, in particular, into the genre of memoir, and into the theory, complexities and strategies of memoir as a particular space within the larger genre of autobiographical writing. Writing a personal narrative and then examining the process of that writing raises questions and challenges about such issues as ethics, identity, experience, memory, subjectivity, storytelling, and the interpretation, meaning and place of stories within our current culture. This dissertation is a discursive, dialogic conversation between my process and my understanding as an active, practicing literary writer, and as a researcher inquiring into that process and into the knowledge and new awareness that can be generated by the process of inquiry into life writing, autobiography and memoir. It is also an autoethnographic and experiential inquiry in which I explore my own experience from the multiple positions of rural working class woman, single parent mother, political activist, writer and researcher. However, the pronoun “I” is also a position from which I can articulate some of the experiential, collaborative, and collusive positionality that has shaped my personal notion of selfhood. My research and writing is about (re)cognition, about memoir in particular, and narrative and storytelling as the construction and reconstruction of various texts and the various interpretations that can result from such an analytic and critical study of this process. Within this narrative, autobiographical and theoretical inquiry, my dissertation intends to add to new knowledge of autobiographical writing and its theoretical and ethical dimensions.

My dissertation is an inquiry into issues of life-writing, narrative, and, in particular, into the genre of memoir, and into the theory, complexities and strategies of memoir as a particular space within the larger genre of autobiographical writing. Writing a personal narrative and then examining the process of that writing raises questions and challenges about such issues as ethics, identity, experience, memory, subjectivity, storytelling, and the interpretation, meaning and place of stories within our current culture. This dissertation is a discursive, dialogic conversation between my process and my understanding as an active, practicing literary writer, and as a researcher inquiring into that process and into the knowledge and new awareness that can be generated by the process of inquiry into life writing, autobiography and memoir. It is also an autoethnographic and experiential inquiry in which I explore my own experience from the multiple positions of rural working class woman, single parent mother, political activist, writer and researcher. However, the pronoun I is also a position from which I can articulate some of the experiential, collaborative, and collusive positionality that has shaped my personal notion of selfhood. My research and writing is about (re)cognition, about memoir in particular, and narrative and storytelling as the construction and reconstruction of various texts and the various interpretations that can result from such an analytic and critical study of this process. Within this narrative, autobiographical and theoretical inquiry, my dissertation intends to add to new knowledge of autobiographical writing and its theoretical and ethical dimensions.

Thesis (M.C.S.)--Regent College, 1999. / Abstract and vita. Includes bibliographical references (leaves 172-179).