Infertility, the inability to conceive a child or carry a pregnancy to birth, is an age-old concern, the anguish and disappointment of which is universal regardless of the etiology. Although technological advancement in the field of reproductive medicine has led to the possibilities of near miraculous procedures, infertility treatment offers the hope of conception without guaranteeing it and places the couple under tremendous emotional and financial strain. A moderate amount of research has explored the coping of individuals and the couple experiencing infertility, but has been primarily orientated to a clinical and medical focus as well as an exploration of the pathological symptoms that individuals may experience. This study has adopted a psychofortigenic focus and explored and described the coping (i.e., the coping resources and sense of coherence) and subjective well-being (i.e., satisfaction with life and happiness) of women undergoing infertility treatment. An exploratory descriptive research design was used and the participants were selected by means of non-probability purposive sampling. The sample consisted of 61women who were aged 30 years and older and required that they had received infertility treatment at a privately managed health care unit. Contextual and biographical data were gathered by means of a biographical questionnaire. Hammer and Marting’s (1988) Coping Resources Inventory was used to assess the participant’s coping resources. Antonovsky’s (1987) Orientation to Life Scale was used to measure the construct of Sense of Coherence. The Satisfaction with Life Scale by Diener, Emmons, Larsen and Griffin (1985) was used to assess respondents’ overall satisfaction with life while Kamman and Flett’s (1983) Affectometer-2 (AFM-2) was used to measure participants’ subjective happiness. The data were analysed using descriptive statistics and cluster analysis. The results of the CRI indicated a total coping resources score slightly below the mean of 50 as established by Hammer and Marting (1988). Results revealed that the highest mean score was obtained on the spiritual/philosophical subscale. Results from the SOC-29 indicated that the women sampled had an average Sense of Coherence. In terms of the construct of satisfaction with life as measured by the Satisfaction with Life Scale, the results indicated that the participants were slightly satisfied with their lives. Results from the AFM-2 revealed that the majority of participants experienced a below average feeling of happiness. Cluster analysis revealed three distinct clusters that differed significantly across the four measures.

The process of adjustment of immigrants into Canadian society is an important economic, social, political and cultural issue; politicians, researchers and practitioners are trying to coordinate their efforts into making this process smoother and easier for the immigrants. The present study which employed exploratory, qualitative methods solicited the perceptions of immigrants regarding their adjustment process and also the perceptions of multicultural/resettlement workers as part of the process. Eighteen immigrants ( male, female ), from diverse continents, countries, age, sex, professions and education were interviewed and asked to fill out 2 Hudson scales (GCS and ISE). Ten multicultural/resettlement workers had answered a 23 item questionnaire. Major psychosocial aspects related to adjustment are described as elicited from the data and literature research. Implications for social work practice are outlined. It was found that attention to a systems framework for viewing the individual multidimensional problems/interactions is important when considering the adjustment process (which is a difficult process as the interviewers described it). The interviewed people manifested grateful consideration of the government efforts toward the distribution of benefits and opportunities to newly arrived immigrants in Canadian society. The interviewed people who had had the opportunity to have a host expressed their appreciation to the Host Program offered through Immigrant Services Society. Implications for the social work profession, issues related to an ethnic sensitive approach at the micro and the macro level are presented. / Arts, Faculty of / Social Work, School of / Graduate

Very few good empirical investigations of pain and coping in children and adolescents currently appear in the published literature. In contrast to the adult literature, for ethical reasons, a foundation of basic research using experimentally-induced pain does not exist in the pediatric literature (McGrath, in press). This remaining deficiency in knowledge about children's spontaneous abilities to cope with pain is particularly harmful because it means that clinicians must base their assessment and treatment of pain in children on their knowledge of adults (Jeans, 1983). The need to consider cognitive-developmental issues has been emphasized in several recent papers (Lavigne, Schulein, & Hahn, 1986; Maddux, Roberts, Sledden, & Wright, 1986; Thompson & Varni, 1986). The present investigation evaluated the pain experienced and spontaneous coping strategies used by 39 children and adolescents with various forms of arthritis, during a painful joint-measuring task which is typically part of physiotherapy treatments for this illness. The two purposes of the study were: 1) to assess age/cognitive-developmental differences and 2) to compare "effective copers" versus children who were having some difficulties coping with pain (i.e. pain was interfering with their activities of daily living). Three age groups (5-7 years, 8-10 years, and 11-18 years), corresponding to the Piagetian stages of preoperational, concrete operational and formal operational thought, were compared. Subjects were videotaped while the range of motion in their joints was measured by the physiotherapist. Videotapes were subsequently coded for behavioral coping strategy use. Immediately following the joint measurement task, subjects were interviewed regarding thoughts they recalled experiencing. Transcribed interviews were subsequently coded for cognitive coping strategies reportedly used and catastrophizing cognitions reportedly experienced. In addition, parents completed two questionnaires rating the degree to which pain interferes with their child's activities of daily living, and the physiotherapist made a global rating of each child's functional capacity. The overall MANOVA using age group as a between groups factor, with self-reported pain variables entered as dependent measures was nonsignificant. A significant multivariate effect did emerge, however, when the coping variables were entered as dependent measures in a second overall MANOVA. Follow up univariate analyses revealed an age/cognitive-developmental trend in behavioral and cognitive coping strategy use. Children in the youngest group (preoperational) used primarily behavioral strategies to cope with pain elicited by the physiotherapy joint-measuring task, whereas slightly older children (concrete operational) began to supplement their repertoire of behavioral coping strategies with some cognitive coping strategies. A significant rise in reported cognitive coping strategy use was observed in the oldest group (formal operational). In addition, a discriminant function revealed that the two most important discriminators between "effective copers" versus children having some difficulties coping with pain were the amount of pain expression (vocal or nonvocal) coded and the amount of catastrophizing thoughts reportedly experienced during the physiotherapy task. Implications of these results for the treatment of children having difficulties coping with arthritic pain are discussed. / Arts, Faculty of / Psychology, Department of / Graduate

The psychosocial adjustment of nine adolescents with end-stage renal disease (ESRD) was described by two standard psychologic tests; Piers-Harris Self-Concept Scale and Nowicki-Strickland Locus of Control. Life Events were recorded to evaluate the effect of stress at the time of testing. The mean self-concept scores were higher (p = .009) for the ESRD adolescents than the normative sample. However, the individual's scores did not differ significantly. The Life Events were comparable to the healthy population for age. The family members were assessd on the Family Assessment Measure (FAM) to assess the influence of family functioning on adolescent psychosocial adjustment. The standardized FAM scores were comparable to a normative sample. Cluster analysis of the ESRD adolescents revealed three groups differing significantly on: self-concept, locus of control, FAM self-rating and number of years from diagnosis to dialysis. Significant differences were maintained across the family members on FAM General Scale and FAM Self-Rating Scale. The adequate psychosocial adjustment of the adolescents with ESRD is consistent with recent studies suggesting that chronically ill children and adolescents do not differ from healthy children. However, the results also suggest that within the study group, a number of individuals may be experiencing problems of adjustment. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

This study examines the stress and coping behaviors of registered nurses returning to school to pursue a baccalaureate degree in nursing (returning RNs). The sample included 72 volunteers who were returning RNs currently enrolled in a nursing program. Data were collected using the Ways of Coping Checklist and the Personal Strain Questionnaire which assessed the causes of stress related to attending school/ the use of specific coping behaviors, and the effectiveness of those coping behaviors in reducing stress. The major sources of stress included: 1. school-related stressors such as lack of academic skills and concerns with the program and faculty, 2. social and domestic concerns, 3. lack of time, and 4. lack of money. The study concludes that coping strategies used most frequently were also rated as most effective. These coping strategies dealt directly with the stressor or the emotional reaction to it by problem-solving or seeking social support. Coping strategies seldom used and rated as ineffective, on the other hand, avoided dealing with the stressor, for example, by the use of wishful thinking. After an initial term at school, returning RNs, who had not been students for at least two years, had no more distress than returning RNs who had attended school recently. Returning RNs In the fourth year of the program were less stressed by school-specific stressors such as study skills and managing school assignments than were students in the third year. This implies that these students learn to cope with stressors, a process which could perhaps be facilitated through an orientation program. In summary, the majority of returning RNs cope quite well in the present structure by using the strategies of problem-solving and seeking social support. Implications for nursing education are discussed and areas for further research are identified. / Applied Science, Faculty of / Nursing, School of / Graduate

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. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

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. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

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. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

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. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

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. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate