Thesis (Ph. D.)--University of Wisconsin--Madison, 1965. / Typescript. Vita. Description based on print version record. Includes bibliographical references.

Thesis (D. Min.)--Westminster Theological Seminary, 1991. / Abstract. Includes bibliographical references (leaves 213-214).

Thesis (M.S.)--University of North Texas, May, 2009. / Title from title page display. Includes bibliographical references.

Thesis project (D. Min.)--Denver Seminary, 2004. / Includes bibliographical references (leaves 403-412).

Thesis project (D. Min.)--Denver Seminary, 2004. / Includes bibliographical references (leaves 403-412).

Thesis (D. Min.)--Ashland Theological Seminary, 2005. / Abstract. Includes bibliographical references (leaves 201-211).

Empowerment for those supporting the bereaved lies in understanding the processes by which meaning is constructed out of a loss. My concern is that models currently underpinning understanding and practice in grief recovery provide limited assistance to loss and grief practioners. These theories, based around set stages and tasks with pre-determined objectives, offer stereotypic "after the event" perspectives on the recovery process. This has value as background information, but in the extreme promotes a clinical, de-personalised approach to uderstanding and support. My experiences over more than a decade of working alongside the suicide-bereaved in particular, suggest that a more enlightened pathway lies with people and their stories. Working in an empathic dialogic relationship, with an emphasis on understanding rather than closure, is more appropriate in assisting those treading the very sensitive, very personal, bereavement path. Furthermore, the narrative grounded approach is more in tune with the processes involved; and more likely to lead to productive outcomes in both the short and long term.The presented model argues that bereavement recovery is a re-educative reconstruction process: trialogic, semiotic sign or symbol related; recognising significant personal autonomous control; genetically or organically activated and driven; dynamic and ongoing; and constructed out of the individual's socio-cultural knowledge base. The model further argues that recovery is best constructed in a climate of empathic understanding and genuine non-judgemental acceptance of the bereaved individual's current perceptual world. In expounding and supporting this model, the tradition of pragmatic educational philosophy has been found useful - in particular, relevant apects of the theories of Carl Rogers, John Dewey, Alfred Shutz and Charles Stanford Peirce.I contend that the proposed model may be applied to all forms of profound loss, however the main context for this research is a Bereaved-by-Suicide Support Group.

Thesis (D. Min.)--Ashland Theological Seminary, 2005. / Abstract. Includes bibliographical references (leaves 201-211).

Thesis (D.Ed.)--University of Melbourne, Faculty of Education, 2002. / Typescript (photocopy). Author's name on spine: J.W. Stebbins. Includes bibliographical references (p. 315-328).