The counseling process and relationship are inherently interconnected, and each person involved, or observing, has a unique perspective on what is significant. Thus, it is important for researchers to examine this process holistically for a more complete understanding of the counseling process and relationship. The purpose of this study was to describe the experiences of counselors-in-training (CITs) and clients in the counseling process with respect to what was meaningful, and the strength of the therapeutic relationship using a mixed methods approach. The following four research questions were a guide for this study: (a) What do CITs and clients experience as most meaningful in counseling? (b) What are the similarities and differences of what CITs and clients experience as meaningful in counseling? (c) How does the strength of the therapeutic relationship correspond to the depth of what CITs and clients experience as meaningful in counseling? (d) What are the similarities and differences of an observer's perspective and the experiences of the CIT and client of what is meaningful in counseling? These questions were explored through qualitative phenomenological interviews to capture the experiences of CITs and clients in a given counseling session, a quantitative instrument to measure the therapeutic relationship, and participant observation to gain an observer's perspective of the counseling session. Data analysis of the interviews revealed several themes of meaningful experiences for clients, CITs, and observer, with many similarities and some differences. Themes for clients were as follows: Counseling Relationship, Goals, Insight, Immediacy, Emotion, and Reflections on Counseling. Themes for CITs were: Counseling Relationship, Goals, Insight, Immediacy, Emotion, Nonverbals, Transference and Counter Transference, and CIT Negotiating the Counseling Process and their Role. Finally, observer themes were: Depth of Congruence, Goals, Insight, Immediacy, Nonverbals and Intuition, and Rescuing. There seems to be a slight connection between the strength of the therapeutic relationship and depth of meaningful experiences. More often than not, the stronger the therapeutic relationship, the greater depth of meaningful experiences of participants, however, these results are inconclusive. Findings from this research have implications for CITs, counselors, and counselor educators and supervisors. / Ph. D.

The purpose of this study was to explore the aspects of therapy as proposed by "common factors" literature (e.g., extratherapeutic change, hope and expectancy, therapy technique, and therapeutic relationship) by surveying the clients of a university based family therapy clinic. Data were used to provide information about what factors are therapeutically helpful according to the client's perspective. Surveys provided a quantitative and qualitative description of the client's therapeutic experience and were compared with those aspects of therapy found in the research. Quantitative results indicate that therapeutic relationship, client motivation, factors outside of therapy, and hope and expectancy accounted for around 49% of the variance of clients' perception of change and about 73% of the variance of clients' perceptions of therapy helpfulness. Findings further suggest that the clients' level of hopefulness and expectancy for positive change is the most significant predictor for both client change and therapy helpfulness. Qualitative results indicate that the therapeutic relationship is considered by clients to be the most helpful aspect of their therapeutic experience. / Master of Science

The purpose of this study is to examine the relationship among student civic knowledge scores and several different variables each at the student, classroom/school, and national levels using the IEA CIVED study international data set collected in 1999 from 27 countries. The student level predictors included two elements of socioeconomic status (a student's parental education, their home literacy level measured by the number of books at home), student's perception of an open classroom climate, student aspiration of obtaining higher education, and other variables that were identified as relevant to the dependent variable in the literature. The classroom/school level predictors included teacher's degree in civics, in-service training, teaching confidence, and school safety in addition to the compositional variable created as the classroom/school averages by aggregating the student level variables. Then I investigated whether instructional methods focusing on the student activities the teacher employed in the classroom and an open classroom climate were associated after accounting for the above student and school level background variables. National level variables such as GNP, GINI index, democratic system, public education expenditure, and etc. as well as compositional variables obtained by aggregating the classroom/school variables were also added to the model to investigate if they were associated with students' civic knowledge scores and whether they could explain between nations variability. The study used a three-level hierarchical linear model to analyze the data, with number of students, N=56,579, number of classrooms/schools, J=3443, and number of countries, K=27. Some of the key findings was that there were significant variations of civics knowledge among nations, and significant variations of civic knowledge scores between school and within nations, no statistically significant association between teacher's practice and civics knowledge scores, however the student perception of an open classroom climate was significant at all 3 levels. These findings were interpreted in terms of policies and practices that could be implemented to improve students' civic knowledge. / Ph. D.

A disproportionality exists between the percentage of females in the role of public school superintendent and the percentage of female public school teachers. The National Center for Education Statistics (2020) survey indicated that 76.5% of the public school teachers were female; while AASA (2015) survey of superintendents indicated that only 26.9% of the respondents were female in 2015 and 26.7% were female in 2020 (Domenech, 2020). The Virginia Department of Education (2019) reported that at the start of the 2019-2020 school year in Virginia, 34% of the superintendents were female which is disproportionate to the percentage of females who are teaching. This research study compared the career paths of female participants of the Virginia Tech Aspiring Superintendents Program and the decisions they made about their career advancement in public education. Additionally, the study gathered data regarding the factors that influenced the career decisions of the participants. A researcher-designed survey was utilized to gather initial data, and interviews using a protocol adapted from Catlett's 2017 study were conducted with volunteer participants from each of the groups that emerged: superintendents, aspiring superintendents and non-aspiring superintendents. The study participants were females who completed the Virginia Tech Aspiring Superintendents Program (ASP) from 2011-2019. The findings of the study suggest the following: female educational leaders have pursued advanced degrees to advance their career paths; participants followed a typical progression of career positions; participants viewed their career paths as supportive and have purposely sought a variety of positions to gain experience in different roles of education; study participants described people-centered traits to be important in order to create a supportive working environment; participants were influenced by an educational leader or mentor to pursue leadership positions; discriminatory actions and perceptions about female administrators are barriers preventing women from becoming superintendents; family or a woman's role in the family is a personal challenge that faces women who are seeking leadership roles in education; and participants indicated that male and female leaders are viewed differently, and strong female leaders are viewed in a negative way while strong male leaders are viewed positively. / Doctor of Education / The percentage of female public school teachers is disproportionate to the percentage of females in the role of public school superintendent. A survey of teachers that was published in 2020 indicated that 76.5% of the public school teachers were female while a survey of superintendents indicated that only 26.7% were female. In Virginia, at the start of the 2019-2020 school year, 34% of the superintendents were female, and while that is higher than the national average, is it still disproportionate to the percentage of females who are teaching in Virginia. The study compared the career paths of aspiring superintendents and the decisions they made about their career advancement in public education. Data regarding the factors that influenced the career decisions of the participants were also gathered. A survey designed by the researcher was used to gather initial data, and interviews using a protocol adapted from Catlett's 2017 study were conducted with volunteer participants from each of the groups that emerged: superintendents, aspiring superintendents and non-aspiring superintendents. The findings of the study suggest the following: female educational leaders have pursued advanced degrees and have followed a typical progression of career positions. Participants viewed their career paths as supportive and have purposely sought a variety of positions. Interview participants endorsed person-centered traits to be important in creating a supportive working environment. Participants were influenced by an educational leader or mentor to pursue leadership positions. Participants experienced discriminatory actions and perceptions about female administrators, and they felt that family or a woman's role in the family is a personal challenge that faces women who are seeking leadership roles in education. Lastly, participants indicated that male and female leaders are viewed differently, and strong female leaders are viewed in a negative way while strong male leaders are viewed positively.

Yes / Purpose - This research explores the perceptions and experiences of early adopters of the technology. Design/Method/Approach - Registered Dietitians (RD´s) (N=14) were recruited from the UK, Canada, South-Africa, Australia, Mexico and Israel. Six qualitative interviews and two focus groups were conducted online using a conference calling platform. Data were recorded, transcribed and thematically analysed. Findings - Early adopters of Nutrigenomics (NGx) were experienced, self-efficacious RD’s who actively sought knowledge of NGx through communication with one another and the broader scientific community. They considered NGx an extension of current practice and believed RD’s had the skills to deliver it. Perceived barriers to widening the application of NGx were linked to skepticism among the wider dietetics community. Proliferation of unregulated websites offering tests and diets was considered ‘pseudoscience’ and detrimental to dietetics fully embracing NGx. The lack of a sustainable public health model for the delivery of NGx was also perceived to hinder progress. Results are discussed with reference to ‘diffusion of innovation theory’. Originality/Value - The views of RD’s who practice NGx have not been previously studied. These data highlight requirements for future dietetic training provision and more inclusive service delivery models. Regulation of NGx services and formal recognition by professional bodies is needed to address the research/practice translation gap.

Yes / Lillis (2001: 53) calls referencing an ‘institutional practice of mystery’, a frequent cause of student anxiety and complaint. It is an area in which a vast perceptional gulf exists between academics and students, one in which academic support staff can see both sides. Students, not wanting to look ‘stupid’ in front of academic staff, will often express their concerns only to librarians and other support staff, so academics do not see the full range of anxieties. This paper reflects on this problem and reports on a successful project to alleviate student fears by decreasing the number of official referencing styles at the University of Bradford.

Cyberbullying is an alarming phenomenon affecting the lives of adolescents across the country. Traditional bullying has moved from the playground to cyberspace. This online environment allows perpetrators to attack their victims beyond the walls of school, twenty-four hours a day. Advancements in and access to technology have made electronic communication the preferred method for adolescents to socialize. Although email, texts, social media sites, and websites were created to ease communication, some adolescents are using these tools to harass and harm their peers. The purpose of this study was to gain a deeper understanding of the existence and prevalence of Cyberbullying in middle schools across Region VII in southwest Virginia. Cyberbullying policies and strategies used to address Cyberbullying were examined. The experiences of middle school principals with Cyberbullying incidents were explored. The aim of this study was to address the following three research questions: 1. What is the status of Cyberbullying in Region VII of southwest Virginia? 2. What are middle school principals' perspectives regarding their schools' effectiveness in responding to Cyberbullying? 3. What are middle school principals' recommendations to strengthen Cyberbullying policies and procedures? A quantitative method was chosen and a survey was conducted with the goal of adding to the literature that existed on Cyberbullying in public schools. Through the development and administration of a survey, quantitative data was collected. A quantitative analysis was conducted using descriptive statistics. The study adds to the current empirical research base on Cyberbullying in middle schools, especially in the rural area of a state. The perceptions of principals working in middle schools are valuable. This study tapped into this knowledge base and added to the literature on Cyberbullying by providing insights into the feelings and perceptions of administrators. Analyzing the experiences of the participants provided valuable information for those interested in learning more about Cyberbullying in middle schools in southwest Virginia. Findings of the study include information for Region VII of southwest Virginia on the status of Cyberbullying, middle-level schools' effectiveness in responding to Cyberbullying, and principals' recommendations to strengthen Cyberbullying policies and procedures. Based on the survey results, it is clear that Cyberbullying existed within the school systems in the region. Cyberbullying incidents occurred both at school and away from school. The largest percentage of these incidents occurred in the seventh and eighth-grades. Survey data indicated gender played a role in Cyberbullying with female students having the most reported incidents. Bullying prevention programs were being implemented in most school systems and schools in this region, and, in some cases, Cyberbullying was specifically addressed. In school systems and schools where no bullying or Cyberbullying prevention programs were implemented, overwhelmingly, principals felt they should be. Data revealed most principals found it difficult to identify Cyberbullying instances but believed they did report Cyberbullying incidents consistently. Most principals felt their school system's Cyberbullying policies were effective in dealing with Cyberbullying incidents, that the policies did not need revision, and that no additional policies were needed. Most principals felt Cyberbullying consequences implemented at their school effectively deterred Cyberbullying. Three strategies were identified by more than fifty percent of principals that would help in deterring Cyberbullying incidents. These strategies were increased parental involvement, encouraging students to report Cyberbullying, and anti-bullying education. / Ed. D. / Cyberbullying is an alarming phenomenon affecting the lives of adolescents across the country. Cyberbullying refers to any threats by one student toward another through on-line means including texting, emails, or other social media networks. Traditional bullying has moved from the playground to cyberspace. Advancements in and access to technology have made electronic communication the preferred method for adolescents to socialize. Although email, texts, social media sites, and websites were created to ease communication, some adolescents are using these tools to harass and harm their peers. The purpose of this study was to gain a deeper understanding of the existence and prevalence of Cyberbullying in middle schools across Region VII in southwest Virginia. Fortyone middle schools are identified within Region VII which contains 19 school divisions. Findings from the survey include information for Region VII of southwest Virginia on the status of Cyberbullying, middle-level schools’ effectiveness in responding to Cyberbullying, and principals’ recommendations to strengthen Cyberbullying policies and procedures. Based on the survey results, it is clear that Cyberbullying existed within the school systems in the region. Cyberbullying incidents occurred both at school and away from school. The largest percentage of these incidents occurred in the seventh and eighth-grades. Survey data indicated gender played a role in Cyberbullying with female students having the most reported incidents. Bullying prevention programs were being implemented in most school systems and schools in this region, and, in some cases, Cyberbullying was specifically addressed. In school systems and schools where no bullying or Cyberbullying prevention programs were implemented, overwhelmingly, principals felt they should be. Data revealed most principals found it difficult to identify Cyberbullying instances but believed they did report Cyberbullying incidents consistently. Most principals felt their school system’s Cyberbullying policies were effective in dealing with Cyberbullying incidents, that the policies did not need revision, and that no additional policies were needed. Most principals felt Cyberbullying consequences implemented at their school effectively deterred Cyberbullying. Three strategies were identified by more than fifty percent of principals that would help in deterring Cyberbullying incidents. These strategies were increased parental involvement, encouraging students to report Cyberbullying, and antibullying education.

Yes / A qualitative exploration of the stigma of dementia reported that GPs described lack of reciprocity as one way in which people with dementia are perceived within society. This was closely linked to their perception of dementia as a stigma. In this paper, we explore whether GPs perceive people with dementia as lacking reciprocity and, so, if this is linked with societal opinions about dementia as a stigma. The implications of both perceptions of people with dementia failing to reciprocate and of stigma for timely diagnosis are explored. GPs’ perceptions of societal views of people with dementia included a perception of a lack of reciprocity. Specifically, an absence of reciprocity was linked with; failing to respond to human contact, the absence of an appropriate return on social investment and failing to contribute to, or being a burden to, society. GPs reported a link between societal perceptions of lack of reciprocity and stereotypes about advanced dementia, difficulties communicating with people with dementia and lack of opportunities for people with dementia to reciprocate. GPs occupy a key position, they can challenge stereotypes and, with support and targeted training about communicating with people living with dementia, can emphasise the ways in which people with dementia can communicate, thereby enhancing their potential to reciprocate. Such changes have implications for improved care and quality of life through the continued maintenance of social inclusion and perceptions of personhood. / none

Yes / There has been an increasing interest in establishing dementia friendly communities leading to the development and delivery of various dementia awareness initiatives. These initiatives have generally been aimed at adults, however to sustain dementia friendly communities, the involvement of young people is imperative. Very few dementia awareness initiatives exist for young people and none have been independently evaluated to establish their impact. This research aimed to design and develop a scale to measure adolescents’ attitudes towards dementia to allow such initiatives to be evaluated. Methods: The Adolescent Attitudes toward Dementia Scale (A-ADS) was developed in two stages. Firstly, cognitive interviews were conducted with 15 young people and secondly, a new scale (based on items from two existing scales) was piloted with 262 young people, recruited through schools. Results: A scale consisting of 23 items was developed. Exploratory factor analysis demonstrated that this captured three factors; perceptions of dementia, personal sacrifice and empathy with people living with dementia. The three sub-scales showed adequate internal consistency (>.60), correlated with the original scales (r = .79-.91, p <.001) and correlated with an existing measure of attitudes towards older people at a similar level to the original scales (r = .47, p < .001). Discussion: The scale will allow the evaluation of educational initiatives for young people and provide a validated and standardised measure to establish adolescents’ attitudes towards dementia.

Résumé : Cette étude a pour but de proposer une modélisation théorique du processus de transition des perceptions de l’état de santé de femmes diagnostiquées d’un cancer du sein selon une perspective infirmière. Les objectifs sont d’explorer les perceptions de l’état de santé en phase pré et post transitoire, définir le processus de devenir malade d’un cancer du sein et modéliser la transition des perceptions de l’état de santé. Un devis qualitatif de théorisation ancrée a été utilisé. Trente-deux femmes ont participé à une entrevue semi-dirigée soit 30 femmes à différents moments dans la trajectoire de la maladie, une femme en santé porteuse du gène Breast Cancer 1 BRCA1 et Breast Cancer 2 (BRCA2) et une femme en santé sans historique de cancer du sein dans sa famille. Le recrutement s’est déroulé dans trois milieux de la région Mauricie Centre-du-Québec: un centre hospitalier tertiaire, un centre hospitalier secondaire et une université. L’analyse des données a été réalisée simultanément avec la collecte selon les trois niveaux de codage (ouvert, axial et sélectif) de Strauss et Corbin (1998). Les résultats découlant de cette recherche sont une modélisation du processus de transition des perceptions de l’état de santé de femmes atteintes d’un cancer du sein. Il ressort de cette modélisation trois grandes catégories a) les perceptions de la santé et de la maladie avant la transition, b) la transition et c) les perceptions de la santé et de la maladie après la transition. La première catégorie, soit avant la transition, se divise selon les concepts d’invulnérabilité, d’opposition à la maladie, de mort, de peur et de doute si hérédité. La transition des perceptions de l’état de santé s’échelonne sur une période de deux ans, soit un an entre le moment de l’annonce du diagnostic et la fin des traitements et une autre année jusqu’à l’atteinte d’un état de santé-modifié, pendant laquelle les participants traversent quatre étapes itératives (réagir émotionnellement, faire face à la situation, développer une nouvelle conception de la vie et réagir aux représentations du cancer) qui peuvent être simultanées à travers desquelles elles ne se sentent pas malades d’un cancer du sein. Puis, les perceptions de la santé et de la maladie après la transition changent pour devenir un état de santé caractérisé par la perception plus holistique et précieuse de la santé. Le cancer est désormais une épreuve surmontable dont personne n’est à l’abri. Cette étude met en évidence l’apprentissage de vivre avec une épée de Damoclès au-dessus de la tête une fois la transition terminée. La poursuite d’une analyse de concept comparative entre la transition, la trajectoire de la maladie, le deuil et l’adaptation est une piste de développement à poursuivre en recherche. Du côté clinique, la présente étude offre une modélisation qui est utile aux infirmières, afin de mieux comprendre les phases transitoires et ainsi adapter les soins, donner de l’information, des ressources et, surtout, normaliser les perceptions selon les étapes de la transition. Il est important de former les infirmières sur l’exploration des perceptions de l’état de santé des femmes atteintes d’un cancer du sein. / Abstract : This study aims to propose a theoretical model of the transition process perceptions of health status of women diagnosed with breast cancer in a nursing perspective. Although the experience of living with a diagnosis of breast cancer has been an increasing number of studies over the past two decades, it still raises many conceptual questions. Thus, the transition between being healthy, being diagnosed with breast cancer overnight without experiencing systemic symptoms and being healthy again was the subject of this thesis. Considering the current state of the literature and the purpose of research, the author has used a Grounded Theory methodology (Strauss & Corbin, 1998) to guide this study because it emphasizes the study processes and social interactions. Thus, to reach diversity of women, the author uses three settings: a tertiary hospital, a secondary hospital and a university. Collection and data analysis were carried out from 32 semi-structured interviews with women at different times in the course of chronic disease (n = 30), healthy women carrying the BRCA1 gene and a woman without health history of breast cancer in her family. From the conceptualization emerged three broad categories or concepts defined by their attributes and articulated in an explanatory model. These categories are: a) perceptions of health and disease before the transition, b) transition and c) perceptions of health and illness after the transition. The first category of perceptions of health and disease before the transition is divided according to the concepts of invulnerability, opposite to the disease perceptions of health and death, fear and doubt if heredity. The transition begins at the moment of the diagnosis and lasts up to one year following the end of treatments. React emotionally to deal with the situation, develop a new conception of life and respond to representations of cancer are circular stages of transition process. The central category of the transition is defined by not feeling sick. The personal, interpersonal and social factors influence these perceptions. Then, once the chemotherapy and radiotherapy are completed, women are in a state of health change. The changing perceptions of health and illness after the transition begins is characterized by perception of health that are more holistic and valuable. Cancer is now a surmountable event that nobody is immune. The salient point emerging from this research is to learn to live with a sword of Damocles over the head when the participants find themselves in a state of health changed.