Thesis (D. Min.)--Emmanuel School of Religion, Johnson City, Tenn., 2003. / Vita. Includes bibliographical references (leaves 172-177).

"Submitted in partial fulfillment of the requirements for the degree of Master of Business Administration from the Naval Postgraduate School, December 2004." / "MBA professional report"--Cover. Includes bibliographical references (p. 87-89). Also issued in paper format.

Thesis (S.T.M.)--Trinity Lutheran Seminary, 1998. / Includes bibliographical references (leaves 95-96).

Thesis (D. Min.)--Emmanuel School of Religion, Johnson City, Tenn., 2003. / Vita. Includes bibliographical references (leaves 172-177).

This qualitative study used an exploratory phenomenological approach to examine professional school counselors‘ perspectives on the effects of military parental deployment on school aged children and adolescents. The voices of school counselors who work with military connected children are absent from the literature. The research site was a professional counseling conference in Germany in the fall of 2010. Participants consisted of 12 professional school counselors who work with school-aged children and adolescents who have experienced parental military deployment. Participants adopted pseudonyms though several indicated an affiliation with Department of Defense Dependent Schools (DODDS) and therefore offered their unique perspectives as school counselors living in military communities and working almost exclusively with military connected children and families. Data collection consisted of individual interviews with counselor participants. Data analysis consisted of coding meaningful words and phrases and yielded 33 preliminary categories that became new codes. Analysis of relationships between codes resulted in the emergence of four distinct themes: Military Life, Stages of Deployment, Role of the Counselor, and Children and Adolescents. Themes were supported by quotations of meaningful statements, thus participant voices provide thick, rich descriptions of the phenomenon. Validity strategies included peer debriefing, researcher positionality, and multiple examinations of the data set.

The sacrifices required of Navy families are substantial. In order to maintain readiness, the Navy must maintain high standards and retain well trained people. To retain experienced and productive service members, family life must be supported and enhanced as much as possible. This study examined deployment related stress as experienced by deployed staff of the SAS SCORPION and their spouses and the Command's responses in terms of alleviating such stresses. A qualitative research methodology was used employing an exploratory, descriptive strategy. The study made use of non-probability purposive sampling for all three samples. To ensure rich data semi-structured interviews were used for samples one and two. Data was collected by means of a workshop for sample three. Respondents from sample one and two indicated dissatisfaction in the areas of military support, crime, medical problems, military housing, crisis periods, unplanned trips, and prolonged sea service. Sample three responded by acknowledging hardships experienced by samples one and two. They agreed in principle that a deployment seminar be made compulsory for military families and an incumbent be employed as a Naval liaison officer to coordinate problems experienced by deployed members and their families. The findings of this research, indicated the need for support structures and preventative programmes. / Thesis (M.Soc.Sci.)-University of Natal, Durban, 1999.

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2009. / Includes bibliographical references (p. 94-100).

Children from armed forces families are identified internationally as a group facing challenging situations, circumstances which can have a negative impact on their educational experiences. The main focus in existing research has been on measuring children's outcomes, but these studies generate little insight into how children themselves make sense of their experiences. There are only a few in-depth qualitative studies, mostly conducted outside the UK, exploring the lived experiences of children from armed forces families. This study explores how children of armed forces personnel from schools across Scotland expressed their experiences. It aims to better understand approaches to the provision of inclusive educational support. A suite of methods - object elicitation, video diaries, peer interviewing, drawing, and vignettes - was employed, to generate expressions from a total of 41 children and young people aged eight to 14 years, from three primary and two secondary Scottish schools. A post-qualitative orientation supported the inquiry to look beyond children's voices in isolation. An assemblage approach was taken to the analysis of the audio/video recordings, transcripts, artefacts, and field notes from the research encounters. The analysis showed how the different and shifting conditions of the research led to the creation of ongoing productive encounters. A key insight was that schools have much unrealised capacity to positively contribute to the experiences of these children. Methodological insights alongside empirical findings are used to generate signposts for the provision of improved educational support. The thesis argues that, ultimately, any improvement will involve entering into reciprocal, experimental, and socio-materially mediated dialogues with children in ways that both align with children's lived experience of armed forces life but also allow for the exploration of change and becoming-different as outcomes of those dialogues.

Project (Ed.S.)--James Madison University, 2009. / Includes bibliographical references.

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