This study explored the application of the counselling technique called Focusing, with three subjects each attending four counselling sessions. A background view of Focusing identified major contributions from existential, experiential and transpersonal fields of psychology associated with the phenomenological school of counselling therapy. Naturalistic inquiry was used as a method to devise a cumulative exploration of self-acceptance and experiencing. The Focusing technique, first devised by Eugene Gendlin in the 1960's, was modified prior to the main study and then implemented as a combined counselling/training intervention. A grounded theory procedure provided the basis of a qualitative methodological examination for the study and triangulation was effected using quantitative instruments to examine an empirical outcome of the intervention for selfacceptance. The Focusing intervention was developed as a prepared script elicited by the researcher, followed by unstructured debriefing which included embedded questions about acceptance of self and the subject's process of experiencing during the intervention. Prior to commencement of the study, the researcher held some ideas but no preconceived assumptions about the outcome of the intervention in terms of its effect upon subject self-acceptance and experiencing. Upon analysis of the quantitative and qualitative results, it was concluded that exposure to a counselling process such as Focusing affects openness to and awareness of potential breadth, depth and expression of individual experiencing. Empirical measures of self-acceptance produced inconclusive results in pre- and post-testing, being more adequately explored in the outcomes of qualitative analyses. During the course of the study, five innovative methods of investigation were utilised and found to be suitable for further development towards future research.

The purpose of this study was to examine the use and effect of figurative language discourse in examples of expert therapy. More specifically, one of the main reasons for conducting this study was to describe figurative language discourse, its production, use, and potential effects on the therapeutic relationship and client experiencing. Training videos were selected and transcribed using criteria for selection of examples of expert therapy. Fifty-six excerpts, each two-minutes in length, were taken from the transcribed therapy sessions and used for the analyses. One set of raters was trained to identify instances of figurative language and make ratings of shared theme. Another set of raters was trained to use the Experiencing Scales and the Working Alliance Inventory on the transcribed excerpts. Analyses were conducted to investigate the frequency of use and relationship between therapist and client figurative language dialogue. Results indicated that the majority of figurative language used in examples of expert therapy is metaphoric in nature. Additionally, it was found that the majority of figures of speech were frozen in meaning or were commonly used. A small percentage of figures of speech were shared conceptually between the therapist and the client. Regarding the shared figurative language, a statistically significant difference between therapists and clients with regard to their production of shared figurative language was found and indicates that use of shared figurative language by expert therapists may be a subtle and indirect way in which therapeutic alliance is initially established as well as maintained. It may also represent how expert therapists follow content of the therapy session. In addition, a regression analysis conducted to determine if there is a relationship between shared figurative language and ratings of therapeutic alliance did not meet statistical significance. Overall, the results of this study provide preliminary findings with regard to what type of figures of speech expert therapists use and give a clear direction in terms of the next direction for research. Additionally, this experiment provides direction for the type of methodology that should be utilized in future research.

This study is about students’ work with writing as an activity for learning in year 4, 5 and 6 in compulsory school. The methodology used is inspired by phenomenography and the overall frame of analysis is sociocultural. The purpose of the study is to describe what five students experience they learn when writing and on the basis of that problematize students’ work with writing in school. The study includes five students, three boys and two girls, as well as five different writing assignments. The five writing assignments are of different character; argumentative, reflective, structured, narrative and communicative, and they aim to include several of the functions writing can have in school. The main material of the study consists of 25 interviews, five with each student, which have been conducted as closely as possible to the students’ work with the five different writing assignments. The study shows that students experience they learn differently depending on what type of writing assignment they are working with. In order for the students to perceive that they are learning a subject matter, which they are writing about, it seems the writing assignments need to be designed in a way that challenges the students’ thinking. Challenges of the type reflect, take a stand, motivate and compare seem to be effective for this purpose, even though they do not always seem to be sufficient for all students. Several students express uncertainty. They say that they learned something in general terms instead of giving clear examples, they ponder a long time, answer that ""you" can learn", that they perhaps learned something or they don’t know. The students seem to be unfamiliar with reflection around writing and learning and appear to need support, not only in their learning, but also to conceive that they learn something when they write. Teachers can not take for granted that students experience that they learn when they are writing or that students know why they are writing in school. It appears that conscious and structured work with writing, and with the students’ experience of writing, is needed.

The purpose of this study was to examine the use and effect of figurative language discourse in examples of expert therapy. More specifically, one of the main reasons for conducting this study was to describe figurative language discourse, its production, use, and potential effects on the therapeutic relationship and client experiencing. Training videos were selected and transcribed using criteria for selection of examples of expert therapy. Fifty-six excerpts, each two-minutes in length, were taken from the transcribed therapy sessions and used for the analyses. One set of raters was trained to identify instances of figurative language and make ratings of shared theme. Another set of raters was trained to use the Experiencing Scales and the Working Alliance Inventory on the transcribed excerpts. Analyses were conducted to investigate the frequency of use and relationship between therapist and client figurative language dialogue. Results indicated that the majority of figurative language used in examples of expert therapy is metaphoric in nature. Additionally, it was found that the majority of figures of speech were frozen in meaning or were commonly used. A small percentage of figures of speech were shared conceptually between the therapist and the client. Regarding the shared figurative language, a statistically significant difference between therapists and clients with regard to their production of shared figurative language was found and indicates that use of shared figurative language by expert therapists may be a subtle and indirect way in which therapeutic alliance is initially established as well as maintained. It may also represent how expert therapists follow content of the therapy session. In addition, a regression analysis conducted to determine if there is a relationship between shared figurative language and ratings of therapeutic alliance did not meet statistical significance. Overall, the results of this study provide preliminary findings with regard to what type of figures of speech expert therapists use and give a clear direction in terms of the next direction for research. Additionally, this experiment provides direction for the type of methodology that should be utilized in future research.

This study investigated the conditions for developing science teachers’ Technological Pedagogical Content Knowledge (TPACK). It also explored the opportunities offered by two strategies to enhance science teachers’ ability to design technology-based inquiry activities for science learning: Experiencing Inquiry Model (EIM) and Metacognitive Scaffolding (MS). These strategies were adopted to support the processing necessary for developing teachers’ knowledge and for negotiating the integration of computer technology in science instruction. Situated Cognition Theory was used as a theoretical framework for learning, and TPACK was used as a conceptual framework for technology integration. 33 science teachers from four intermediate and high schools participated in the study. 17 and 16 teachers were conveniently assigned to EIM and MS, respectively. The study employed a mixed method of quantitative and qualitative evidence. As per the quantitative method, a quasi-experimental design that employed the 2 Teaching Strategy (EIM or MS) × 2 Time (pre- and post-intervention) of learning split-plot factorial design was applied in the study. Concurrently with the quantitative data collection, the qualitative evidence was collected from the researcher’s logbook, participants’ written documents, and interviews. The findings suggested that there were no significant differences between EIM and MS for developing the knowledge components embodied in TPACK. Nevertheless, the participants who learned through the MS strategy outperformed their counterparts in designing technology-based inquiry activities for science learning. The latter result suggested that teachers who received metacognitive scaffolding were more equipped to connect curriculum goals with technology and instruction.

Depth of client experiencing has been associated with positive therapeutic outcomes across theoretical orientations. Experiencing describes a particular mode of cognitive-affective processing in which clients use internal felt experience as the basis for self-examination and the resolution of personally significant issues. Given evidence that eating disorders are associated with particular disruptions of cognitive-affective processing, it is likely that experiencing plays a role in the successful treatment of eating pathology. However, no study to date has examined the relationship between experiencing and outcome in eating disorder treatment. The purposes of the current study were to examine depth of client experiencing during cognitive-behavioral treatment for eating disorders and to investigate the relationship between experiencing and outcome. Regression analyses suggested no significant relationship between depth of experiencing and outcome. However, results indicated that a restricted range of experiencing occurred during the treatment, which may have limited the possibility of detecting a relationship. A number of factors that may have contributed to the restricted range of experiencing in the sample are considered and discussed.

Title: Sensation seeking tendency in freeskiing Objectives: The aim of this work is sensation seeking tendency in freeskiing. Methods: Were chosen due to parameters of examined group of freeskiers and required outputs. For sensation seeking tendency in freeskiing were chosen Sensation Seeking Scale form V. Results: The comparison of our group of freeskiers with population average was detected significant differences. Statistically significant differences were detected in all 4 subscales. In sensation seeking scale are freeskiers significant different compare to population average in total score of SSS. This was caused primarily due to score of subscale TAS- thrill and Adventure seeking. Keywords: Freeskiing, personality, experiencing, flow, sensation seeking scale

Pine and Gilmorey (1998) declared a welcome message for all to the age of experience economy. Economic value has evolved from primary products, manufactured products and services into the fourth kind of economic products: experience. Service oriented economy cannot satisfy consumers anymore, along with the commercialization of services, experience has became the core of economics, thus the era of experience economy arrives. Taiwan has the highest density of department stores and shopping malls. Shopping malls combines retailing, services and entertainment, yet no significant differences in images perceived by the market are found in comparison with department stores in Taiwan. Consumers cannot distinguish between shopping malls and department stores, thus poses a great challenge for shopping malls. They would have to reconsider positioning and marketing strategies of their own. Thus this research aims at understands could experience marketing be effective in the realm of shopping malls in the age of experience economy. This thesis serves Dream-Mall as the study case and experience value as the intervening variable in order to understand would customer experiences formed in the malls via experience marketing efforts be sufficient in affecting customers¡¦ behavior intentions. Conclusions are as follows: dimensions of experience marketing are significantly positively related with experience values, as well as with intentions of customers¡¦ behaviors.

Since the 1990s, homelessness has increased in Canada. The existing strategies of the government and public health service providers to manage the situation have had limited success. Researchers have noted the lack of including those experiencing homelessness to better understand and find a solution to homelessness. The purpose of this phenomenological study, driven by the social cognitive theory, was to understand homelessness from the perspectives of people who do not have homes. Data were collected from open-ended interviews with a purposeful sample of 15 individuals who are homeless. Summarizing and analyzing the interviews, several themes emerged after interview data were transcribed via hand coding and analyzed using cognitive data analysis. The prominent themes were: lack namely, money, home, privacy, and support; discrimination of all kinds; mental illness and addiction; the need for a review of housing policy that specifically addresses rent, mortgage qualification criteria and house tax, and to create awareness of government support systems and the services that they provide. Public health service providers and designated authorities can use the findings of this study to understand the phenomenon from the perspective of people who are experiencing homelessness, and in turn can use that understanding to influence improved homelessness reduction strategies that could improve the lives of those experiencing homelessness and their communities. Since homelessness is a public health issue, effectively bringing it under control could create a positive impact on the health and safety of the public.

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