The present study investigated what helped and what hindered multicultural supervision. The participants consisted of 19 females, and 6 males, including Asian-Canadians, Indo- Canadians, First Nations, Latin-Canadian and Afro-Canadian. They were individually interviewed, following an expanded version of Flanagan's (1954) Critical Incident Technique. There were 340 relevant meaning units related to positive incidents and 386 meaning units related to negative incidents. Forty-two meaning units were associated with coping efforts, and 87 meaning units were on recommendations. Categories extracted from these meaning units were grouped as follows: (a) 20 positive categories, (b) 15 negative categories, (c) 15 coping categories, and (d) 33 recommendations. The reliability of classifying meaning units according to these categories was satisfactory, based on inter-judge agreement (80% and higher). The validity of content analysis was established by (a) confirmation by participants, (b) crossvalidation by other participants, (c) cross-validation by an independent judge, and (d) cross-validation by other researchers. The most frequently cited positive categories were subsumed under five key areas: (a) personal attributes of the supervisor, (b) supervision competencies, (c) mentoring, (d) relationship, and (e) multicultural supervision competencies. The most frequently reported negative categories were associated with the following five areas: (a) personal difficulties as a visible minority, (b) negative personal attributes of the supervisor, (c) lack of a safe and trusting relationship, (d) lack of multicultural supervision competencies, and (e) lack of supervision competencies. The coping efforts employed were grouped into four areas: (a) help seeking, (b) existential coping, (c) active coping, and (d) emotional coping. Finally, recommendations were also grouped into four broad areas: (a) needs to improve the quality of supervision, (b) needs to improve multicultural supervision competencies, (c) needs for educational institutions to make changes, and (d) needs for minority students to make changes. The study provided a comprehensive picture of what works and what does not work in multicultural supervision. The results support a mentoring model, which posits that supervision is effective to the extent that the supervisor takes on the role of a mentor. The practical implications of the study include the need for cross-cultural supervision competencies and mentoring graduate students.

Metaphors of "journey" or "rootlessness" are often used to describe movements of people across cultural and social spaces, and physical geographies. Such journeys whilst revealing stories that speak of a people's voice, are rarely seen as embodying an implicit quest for a narrative unity with a teleology and pedagogy, sui generis. This inquiry focuses upon the narrative journey of one such community of "travellers," the Indian Ismailis, who left their timeworn homeland in the North Western region of the Indian Subcontinent at the end of the nineteenth century and travelled to colonial Eastern Africa to make the land their new home. In the early 1970' s , however, political unrest in this now "postcolonial" region prompted the succeeding generations of the earlier pioneers to once again uproot their African home and undertake yet another journey, this time towards the so-called modern societies of Canada and other Western countries. This historical and often turbulent intergenerational voyage of over a hundred years is also a continuous journey of a modern selfhood in aporia as it experiences and traverses the various institutions, practices, and milieus of modernity, while attempting to engage with or update its own biographical narrative. Using the important and primary genre of shared conversations implicit within a narrative and hermeneutical inquiry, this project acts as witness and delves into the narratives of a diverse group of individuals from four generations of these travellers. It is proposed that in these intergenerational conversations and stories lie experiences and expressions of praxis that also reveal or point towards moral enablements of practices and virtues, and arguments that make present a "living tradition." This tradition, it is felt, can act as a significant and inescapable horizon - a robust historical consciousness - from which a modern selfhood in aporia can once again begin to update its own narrative as part of a continuous story of a community with a teleology, and which the current and future generations of these "travellers" can recognize, argue, update, and ultimately possess as they venture purposefully into the community's shared future.

Data from daily diaries were used to examine the relationships between daily pain appraisals (Catastrophizing, Self-Efficacy, and perceived control over pain) and coping strategy use (Distraction, Ignoring Pain, Praying and Hoping, and Reinterpreting Pain Sensation) and nighttime negative mood and pain intensity for 88 women (mean age 46.83 years, SD 11.90) with chronic low back pain who were not attending a specialized pain treatment program. These relationships were examined at two levels using the Hierarchical Linear Modeling program (Bryk & Raudenbush, 1992). The first level of analyses examined whether pain appraisals and coping strategy use during the day predicted levels of nighttime depressed and anxious mood, and pain. This analysis was based on 30 days of monitoring for each participant. The second level of analyses examined whether these daily processes could be predicted by psychosocial and functional variables important to the experience of chronic pain. This analysis was based on the Mutidimensional Pain Inventory (Kerns, Turk, & Rudy, 1985) completed prior to participants beginning the daily monitoring. There were four major findings in this study. First, pain appraisals were more predictive of negative mood and pain intensity than coping strategy use, with Catastrophizing the strongest predictor of depressed and anxious mood, and control the strongest predictor of pain intensity. Second, general affective distress predicted higher levels of negative mood on a daily basis. Third, women who perceived their pain to be interfering a great deal in their lives were more anxious on a daily basis. Fourth, punishing spousal responses predicted nightly negative mood and pain more than solicitous or distracting spousal responses. These results are similar to findings based on patients attending pain treatment programs. This suggests that some of the same processes identified in clinical pain patients may apply to low back pain sufferers in the community who are comparable to study participants. The implications of these findings for pain research and treatment are discussed.

While educators have recognized that students from other countries often face traumatic experiences in their initial period of adaptation to the receiving country's schools and society, little attention has been devoted to understanding the nature or educational significance of these experiences. Traditionally, educators have equated adaptation difficulties with host language deficits, while other, possibly more consequential dimensions of the adaptation experience have gone unrecognized, and have not been represented in educational policy and funding decisions. Accordingly, this study is directed toward providing a more comprehensive understanding of the adaptation experiences of adolescent students who have recently arrived in Canada from other countries, and addresses a critical need for understanding these experiences from the perspectives of the students themselves. Inquiry is advanced within a descriptive, exploratory, and explanatory study which predominantly utilizes a phenomenological, qualitative methodology. The study's principal methodology builds upon Edmund Husserl's philosophical foundation by incorporating the existential perspectives of Maurice Merleau-Ponty, the life-world social dimensions of Alfred Schutz, and the historical-contextual and interpretive elements of Max van Manen's hermeneutic phenomenology. Fieldwork occurred over a six month period in a suburban Canadian secondary school. Study findings and recommendations derive from analysis of interviews, observations, and self-reports of three male and three female grade 10 students who arrived in Canada not more than 20 months prior to the outset of the study. Initial adaptation experiences of study participants point to three principal findings. The study's finding that despite adaptation challenges, students from abroad often achieve at or above receiving society norms within a short period after arrival, suggests that educators should consider how successful academic patterns of newcomers might be adopted by receiving society members. Participant experience indicates that host language acquisition is but one dimension of a multidimensional adaptation experience, and that it is seldom the student's most critical adaptation concern, even in terms of host communication skills. Participants experienced establishing friendships as their most critical and difficult adaptation concern, and looked to friendship to provide uncertainty reduction, access to and inclusion in the receiving society.

This research examines what facilitates and hinders the adjustment of adolescent international students attending public secondary school in Vancouver, British Columbia. The purpose of this study is to determine a set of categories that can be used by school personnel to, better assist newly arriving international students in their adjustment process. The critical incident technique developed by Flanagan (1954) is used for this research to discover what events facilitate and hinder the adjustment of these international students. Twenty-one secondary students, ages fifteen to eighteen, are interviewed from three different public schools in the Vancouver School District. From the interviews, a total of 352 critical incidents are used to develop seventeen categories which answer the question: What facilitates and hinders adolescent international student adjustment? To test for reliability and validity, four tests are carried out in order to establish the soundness and comprehensiveness of the categories including independent rater agreement, comprehensiveness of categories, participation rate, and expert validation. The results show that adolescent international student adjustment can be facilitated or hindered in the following ways: receiving encouragement or support, receiving advice or information, receiving help, appreciating others, being accepted, making friends, having fun, participating in activities, learning English, communicating effectively, speaking own language, performing well academically, experiencing less demand at school, making decisions, impressed with environment, experiencing dilemmas, and experiencing local annoyances. Portraits of adjustment and maladjustment are given as well as case studies in order to highlight the categorization system in both a general and specific way. The findings of this study contribute to the body of knowledge regarding international student adjustment because of its use of an adolescent, rather than adult, international student population. This research is also very practical in that it can be useful as a basis for individual and group counselling, various school-based and district programs, and general support and information for school personnel and newly arriving international students. Ideas for further research using this subject population are also suggested.

No description available.

The primary purpose of this study is to determine if three coping strategies (exercise, hobbies, and social support) were related to some or all of the three dimensions of burnout (Emotional Exhaustion, Depersonalization, and Personal Accomplishment). One hundred and forty-three secondary school teachers from schools in urban and suburban areas of Eastern Canada participated in this study. The Maslach Burnout Inventory was used to assess burnout scores and a coping strategies questionnaire was used to assess participation in activities. Exercise and social support were positively related to the Personal Accomplishment dimension of burnout.

Adaptive coping behaviors of children with a mild to moderate intellectual disability educated in regular and special classrooms were examined using a comparative design incorporating both quantitative and qualitative analyses. Children's coping behaviors were examined using the Coping Inventory (Zeitlin, 1985) and their behavior was assessed using the Child Behavior Checklist (Achenbach, 1991). Children with an intellectual disability integrated in regular classrooms were found not to exhibit more adaptive coping behaviors than their counterparts in special classrooms. Descriptive analyses delineated several factors within both environments that influence children's coping efforts such as dependency on adults, external control, the quality of instruction, the social organization of the classroom, and the lack of direct instruction in developing children's adaptive coping efforts. Recommendations from the current study focus on the need for children with an intellectual disability to be provided with direct instruction of adaptive coping behaviors and facilitated opportunities to learn through trial and error in order to become more autonomous copers.

No abstract available. / Thesis (Ph.D.)-University of Durban-Westville, 1987.

Osipow and Spokane (1984) developed a model which divides occupational stress into the three main areas of stress, coping, and strain. In the past, this model has been empirically tested by the Occupational Stress Inventory (081). However, the Occupational Stress Inventory - Revised (OSI-R) has recently been developed in order to include some of the more recent developments in occupational stress literature. In addition to the original scales of the OSI, the OSI-R also contains five new experimental scales. The present study used the OSI-R to investigate differences in scale scores among management, trade/skilled, and direct labor personnel in two manufacturing plants. Although significant differences were found on the Role Insufficiency, Responsibility and Family Instrumental Support scales, the findings of this study should be questioned due to the unacceptable reliability levels on many of the OSI-R scales. / Department of Psychological Science