Global ETD Search

11	Male adolescents desginated with moderate or intense behavioural needs: Student and professional perceptions regarding social and behavioural self-concepts Braniff, Monica 01 August 2008 (has links) The purpose of this research study was to better understand the social and behavioural self-concept of adolescent males designated with behaviour, and through honouring their struggles and their stories, better the capacity for counselling professionals to effectively support these at-risk students. Through exploring both the students’ experience and the perceptions of those professionals who supported them, this research honoured the voice of a population that is often pushed aside in the education realm. Qualitative data analysis highlighted areas of commonality and difference between the two perspectives, ultimately demonstrating the importance of respecting student perspectives within professional decisions and interventions. The case study research took place at the Alternate Learning Program located within the Saanich School District. Participants included three adolescent males with behaviour designations, and the corresponding school professionals who supported these youth. adolescents male behaviour counselling perceptions self-concept students professionals
12	Male adolescents desginated with moderate or intense behavioural needs: Student and professional perceptions regarding social and behavioural self-concepts Braniff, Monica 01 August 2008 (has links) The purpose of this research study was to better understand the social and behavioural self-concept of adolescent males designated with behaviour, and through honouring their struggles and their stories, better the capacity for counselling professionals to effectively support these at-risk students. Through exploring both the students’ experience and the perceptions of those professionals who supported them, this research honoured the voice of a population that is often pushed aside in the education realm. Qualitative data analysis highlighted areas of commonality and difference between the two perspectives, ultimately demonstrating the importance of respecting student perspectives within professional decisions and interventions. The case study research took place at the Alternate Learning Program located within the Saanich School District. Participants included three adolescent males with behaviour designations, and the corresponding school professionals who supported these youth. adolescents male behaviour counselling perceptions self-concept students professionals
13	Military experience and perceptions of parenting: a narrative perspective on work-family balance Robertson, Meghan Michelle 28 July 2010 (has links) This study investigated the subjectively constructed narratives of how veterans’ retrospective experiences of trying to balance career and parental roles. Narrative-oriented inquiry (NOI), which has not been used as a framework in previous research within the area of work-family balance in general and within research involving military families more specifically, was the primary orienting methodology in the current study. Five veterans, all male and who currently reside in the area of Victoria BC, participated in the process of co-constructing their individual 1st-person narratives with the primary researcher. The six stages of Arvay’s (2002) Collaborative Narrative Method were used as the guiding framework for the creation of these narratives. Implications that came out of these narratives in regards to future research and counselling practice are also discussed. military families military parents work-family balance work-family conflict
14	Mastering the art of interpersonal communication: a qualitative study on how individuals become masters of interpersonal communication Renney, Jessica 16 December 2010 (has links) The current study examines how individuals become masters of interpersonal communication. Its significance is in its unique findings that contribute to existing counselling literature. Qualitative methodology and thematic analysis were used in this study. Five peer nominated individuals took part in semi-structured interviews and were asked to tell their story of how they became masters of interpersonal communication. Findings show observational learning, being aware of others' needs, listening, striving to be better, bringing true self forward, trusting gut feeling, learning to accept limits, and mentors emerged as important themes. Future research investigating the trajectories of individual journeys in becoming a master of interpersonal communication across developmental stages is suggested along with research that could lead to the creation of valid and reliable instruments that may identify potential masters of interpersonal communication. Interpersonal Communication Mastery Mastery learning Qualitative
15	How does becoming and being a professional counsellor affect one’s personal life : a qualitative exploration Alhanati, Barbara Sampaio 16 July 2009 (has links) This study investigates the effects that becoming and being a professional counsellor, including training and professional practice, can have on one’s personal life. The significance of this study lies in its contribution to a base of research literature that is starting to form on the personal lives of counsellors. Qualitative methodology and thematic analysis were chosen for this study. Semi-structured interviews were conducted with six professional counsellors, asking them how their training and professional practice has affected their personal lives. Findings revealed participants experienced mostly positive effects, which impacted their personal lives in a variety of ways and in a range of areas. It is suggested that the research be used as part of counsellor training and support programs, as well as to inspire future research on how the profession of counselling psychology comes to affect the professionals engaged with this work. Counselling Counsellor education Personal life Professional practice
16	Healing trauma with music: a qualitative study on how people have used music in their personal healing journey from trauma Coulter, Tracey 15 December 2010 (has links) This study examines how traumatized individuals have experienced some healing from trauma using music, on their own. Its significance is in its unique findings, contributing to the extensive body of trauma literature. Qualitative methodology and thematic analysis were used in this study. Five individuals who had experienced traumatic events took part in narrative interviews and were asked to tell the story of how they used music as part of their healing journey. Findings show use of music to emotionally regulate, to cope, and to connect and disconnect from people. Further research in the field is suggested including investigating professional musician’s music use to heal from trauma, music’s role in healing depression, and possible crisis intervention use of music. Psychic trauma Music Healing Self
17	Drawn to art therapy: a qualitative study examining art therapists' personal healing experiences with art that led them to a career in art therapy. Whitty, Chantelle 20 December 2010 (has links) This study investigates the healing experience that current practicing art therapists’ have had with art prior to their training, and how that experience influenced their decision to peruse a career in art therapy. Narrative inquiry was the primary methodology in the current study. Six current practicing art therapists, all females who currently reside in the area of Victoria BC, participated in the process of co-constructing their 1st person narratives with the primary researcher. The six stages of Braun & Clarke's (2006) Thematic Analysis was used as the guiding framework developing themes across the stories told. Themes and the implications that came out of these narratives with respect to future research and counseling practice are also discussed. Healing Personal experiences Art therapist Careers Career choice Victoria, B.C.
18	Relationships of power: exploring teachers' emotions as experienced in interactions with their peers. Martin, Judith Violet 24 August 2009 (has links) Emotions play a significant role in the lives of teachers, especially in their interactions with their workplace peers. This research uses a case study approach to explore this topic through the medium of an asynchronous on-line discussion group. Twelve public school teachers, eight women and four men, from BC, Canada, volunteered to participate anonymously in a 12 week on-line forum. The study was guided by three research questions: 1) How do teachers make sense of their emotional interactions with their peers? 2) How do these understandings change through discussion with a group of peers over 12 weeks? 3) What understandings of the emotional processes of school culture emerge when teachers discuss and reflect on these emotional aspects of their work in a collaborative setting? The participants responded to weekly focus questions and also initiated their own discussion topics. They were introduced to alternative perspectives of emotion, including the social constructionist, feminist, and discursive. They were asked to focus on everyday interactions with their peers and to suggest what the emotions they experienced and observed achieved within the group. They were also encouraged to pay attention to the feeling rules in their staff meetings and to notice which emotions they thought were deemed appropriate to be expressed and which were deemed inappropriate. Initially the participants used a number of strategies based on the individualized and psychological perspectives of emotions to make sense of their interactions. During the discussion group they were able to discuss their interactions in a safe non-judgemental setting and to reinterpret them in light of new information. Competition, patriarchy, and neo-liberal education policies were seen to influence the dynamics of the workplace. Two mechanisms which appeared to link the teachers’ individual, private experiences of emotions with the culture of the school were the use of the words “positive” and “negative” and the norms embedded in the feeling rules of each school. These mechanisms both constrained and allowed the expression of certain emotions, opinions, and points of view in the workplace, thereby highlighting the political role of emotions. Symbolically the forum represented a collective space within an individualized world. education emotion teacher interaction peers asynchronous on-line workplace collectivity culture school feeling rules norms competition patriarchy positive negative staff meetings social construction discursive feminist collaborative Canada BC process neo-liberal politics individualized collective emotional process experience public discussion group case study

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