D.Cur. / The multi-cultural context in which health education is given, offers a challenge to nurses and health personnel. The nurse attempts to promote health through health education. By addressing the health behaviour of the individual, the nurse encourages him to take coresponsibility for his health by making informed decisions regarding his own health. Various factors in the internal and external environment influence the health behaviour of the individual. The professional nurse has a responsibility to provide effective health education. To succeed in this the root (radi) of health behaviour has to be addressed. Health behaviour is rooted in the motivation to address behaviour. The Values Theory of Hermans explains motivation of behaviour through two primary values, namely the S-motive (quest for selfaffirmation) and the A-motive (quest for bonding with others). This theory can contribute to health education by enabling the individual to (i) become aware of his own health values and (ii) to make decisions about the interpretation of a specific value at a certain point in time. The value-orientation of a certain moment is therefore more important than the value itself. The "self-confrontation-method" can be used in order to explore one's own value-orientation. A radical strategy for health education based on the Values Theory of Hermans could enable the professional nurse to promote health through effective health education. Such a strategy has not yet been developed for health education. The aim of this study was to develop a radical strategy for health education. In order to attain this, a fundamental contextual study was undertaken to explore and describe the phenomena discussed. The research process followed through three consecutive phases. The method of theory-derivation by Walker and Avant was adapted and used in Phase 1 to derive a radical strategy for health education from Hermans's Values Theory. Health, health behaviour and values were studied in depth in the literature.

Thesis (Ed.D.)--University of West Florida, 2008. / Title from title page of source document. Document formatted into pages; contains 182 pages. Includes bibliographical references.

Thesis (Ph.D.)--Duquesne University, 2009. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 187-198) and index.

<p> Being diagnosed with HIV challenges individuals physically, socially, and psychologically, and for most people living with HIV/AIDS (PLHA) in the U.S. occurs in the contexts of lives already burdened by socioeconomic disadvantage and structural racism. Despite these challenges, little research examines the developmental process of psychological adaptation to HIV diagnosis, particularly among high-risk heterosexual (HRH) low-SES PLHA of color. This study, informed by ecological theory and Critical Race Theory uses qualitative methods to address this gap by operationalizing a new multidimensional construct of adaptation comprised of three mutually reinforcing sub-constructs (acceptance, engagement in medical care, disclosure of HIV status), and examining the factors that influence adaptation. Black and Latino adult HRH-PLHA (N = 140) were recruited through peer referral in Brooklyn, NY in 2012-2015. A subset (N = 28) were purposively sampled for maximum variation for in-depth, semi-structured, qualitative interviews on the cognitive/behavioral process of adaptation to HIV diagnosis. Data were analyzed using an Interpretive Phenomenological Analysis. Most participants were male (60.8%); Black (78.6%; [21.4% Latino]); aged 47 years (SD=7.12 years) on average. Most were unemployed (92.9%); lacked basic necessities in the past year (75.0%); had histories of homelessness (71.4%) and incarceration (85.7%); and met criteria for lifetime problematic substance use (78.6%). Analyses revealed a construct of adaptation to HIV diagnosis that is multidimensional, where each sub-construct (acceptance, engagement in medical care, disclosure of HIV status) is an important, albeit not equally influential aspect of adaptation. Rather, acceptance is the foundation of adaptation, and a prerequisite for engagement in medical care and disclosure. Successful adaptation is characterized as a dynamic process where delayed acceptance is common, disclosure is a life-long process, and for some participants, is positively transformative. Finally, findings showed adaptation is influenced by a dynamic interplay of individual-level and contextual factors (i.e. problematic substance use, social support, diagnosis in coercive environments, poverty and its resultant chaos, and the historical legacy of AZT-monotherapy). Implications include a need for interventions that incorporate trauma-informed approaches and that appreciate the pervasive influence of distal contexts (structural racism, poverty) on the lived experience of low-SES HRH-PLHA of color adapting to their HIV diagnosis.</p>

<p> Due to the increasing number of persons of Arab descent living in the United States, estimated at over 3.5 million in 2012, there has been a recognized need for a deeper understanding of acculturative, gender, and immigration-related stressors that Arab American women face. In response to this need, a one-day workshop for mental health professionals interested in or currently working with women of Arab descent living in the United States was developed. The workshop focuses on increasing knowledge of the various types of stress (e.g., acculturation, discrimination, gender role strain, parent-child relationships, care giver, familial, cultural expectations, work, school, etc.) experienced by Arab American women and providing culturally congruent stress reduction interventions. The development of the curriculum was informed by existing literature on people of Arab descent living in the United States, cultural issues in serving diverse populations, and stress management interventions. Interviews with 3 Arab American women were integrated with the literature and the 1-day workshop curriculum was developed. The curriculum was reviewed by 2 current practicing psychologists who rated the content, strengths, and weaknesses of the curriculum. Their feedback was incorporated into a compilation of suggestions and future directions for the refining and evaluating curriculum.</p>

<p> When a child has a terminal diagnosis, the intervention of legacy building is offered as a standard of care in all of the 77 teaching children&rsquo;s hospitals in the United States. Legacy building is a group of activities designed to create tangible items, such as hand and foot prints, locks of hair, or scrapbooks, to promote meaning making for dying individuals, while also providing support to family and friends. Nevertheless, research has yet to identify the benefits of such interventions for the surviving immediate family. Thus, the purpose of this study is to examine the impacts of legacy building interventions on bereaved parents and siblings. Specifically, how do legacy building interventions facilitated by healthcare professionals impact bereavement for the immediate family? A qualitative thematic analysis approach was taken to address the research question. </p><p> A total of 16 participants representing 8 families, consisting of 11 parents and 5 siblings participated in semistructured interviews. Thematic analysis was utilized and developed into 4 major parent themes emerged: (a) Introduction of legacy building, (b) Experience of legacy building items, (c) Psycho-social care, and (d) Maintaining connection. Additionally, 4 major sibling themes emerged which are (a) Experiences with legacy building items, (b) Sibling grief, (c) Psycho-social care, and (d) Maintaining connection. Implications for clinical practice will be discussed as well as future research.</p>

Thesis (Ed. Spec.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.

Thesis (Ph. D.)--University of Florida, 1993. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 261-266).

Thesis (M.A.)--Rowan University, 2006. / Typescript. Includes bibliographical references.

Thesis (M.A.)--Rowan University, 2006. / Typescript. Includes bibliographical references.