(in English): Our topic of this work is the effect of film therapy on the experience of people with depressive symptoms. Its aim is to find out what emotional responses films evoke in people with depressive symptoms and whether they find any risks or benefits in film therapy. In the theoretical part, firstly we focus on film therapy itself, its origins, empirical anchoring, definition and its application with a focus on its effects. We also discuss depression and its symptoms, which we examine in more detail, as well as the current treatment options for depression, based on ICD- 10. In this section, we also focus on the latest findings regarding the possibility of treating depressive symptoms through film therapy. The empirical part follows, which is focused qualitatively. Based on the analysis of semi-structured interviews with six respondents who have subjectively experienced depressive symptoms in the last five years, we are now looking for answers to the identified research questions. The results of the research are described in the last part of the empirical work, where they are discussed and compared with previous research results on this topic and the literature. Subsequently, other possibilities of potential folowing researches are discussed.

The purpose of this thesis study was to explore and examine the experiences andperceptions of special education preservice teachers (PSTs) preparing to work with students with mild to moderate or severe disabilities relative to completing a required special education multicultural class as part of their required course of study. An Interpretative Phenomenological Analysis (IPA) was incorporated to collect and analyze naturalistic interview data from 24 PSTs who were closest to the real-life contexts of this study. Each participant had completed the same multicultural class one year prior to being individually interviewed. At the time of the interviews, participants had completed a teaching practicum and were participating in their teaching internship or had completed a teaching internship. Findings indicated that as a group, PSTs perceived six overall benefits from the special education multicultural course. Perceived benefits included the benefit of an expanded understanding of culture; the benefit of assignments that led to greater understanding; the benefit of moving from a lens of stereotypes, fixed mindsets, and single stories towards more empathic understandings; the benefit of leveraging a safe classroom environment in order to consider personal biases; the benefit of shame rejection protocols providing emotional space for participants to work on recognizing privilege; and the benefits of learning from instructor's characteristics and pedagogical teaching strategies. Furthermore, findings from the data analysis indicated that students reported more easily applying broader concepts from the multicultural course to teaching contexts. On the other hand, findings from the data also indicated that students seemed to struggle more with applying specific teaching strategies to new teaching contexts. Moving forward, those who teach this special education multicultural class may consider including more targeted role-plays and directed learning experiences that hone in on specific teaching strategies as applied to a variety of teaching contexts. PSTs need to practice and receive feedback on applying teaching strategies that are culturally sensitive. Additionally, strategies should stem from empathy-based personal self-reflection of one's cultural impact.

Background: The field of impact assessment in social enterprises is largely influenced by the top-down demands of institutions like the European Union and other resource-giving institutions. This has caused a one-sided exploration of the topic impact assessment as the perspective of the social enterprises is so far under-researched. Therefore, the purposes, challenges and other experiences the social enterprises face when assessing impact were not yet given enough attention. Purpose: By taking a critical perspective, we seek to inspire dialogue and a change in the practical and theoretical field of impact assessment in social enterprises. We explore the enterprise’s perspective on why they assess their impact and what challenges they face. By that, their voices that have been hidden so far are raised and existing assumptions enriched by the social enterprise’s perspective. Method: To highlight the social enterprises’ experiences when assessing impact, the qualitative research approach Interpretative Phenomenological Analysis was chosen. A purposive sampling strategy led to eight in-depth interviews with people from different German-based social enterprises. Five steps were followed to analyze the data, including a two-stage interpretation process where the researcher’s and participant’s interpretations play an essential role. Conclusion: This thesis shows the importance of including all perspectives in a research field. Our study found that social enterprises can have different reasons to assess impact and face challenges differently than assumed with the previous research focus on the funding perspective. At the same time, they experience the process positively. A model was developed to show the interrelations of the different experiences and influencing factors.

Assessment is a foundational part of counseling practice, which includes the process of providing assessment feedback to those tested. Millions of children are assessed across the United States through the public-school system, hospital, agency, and private practice settings. Though millions of children are assessed yearly, there has been little research surrounding providing assessment feedback with children. In this study, the author qualitatively explored children's experiences with a developmentally appropriate feedback model, the young children's assessment feedback (YCAF). Participants included ten 6 to 10-year old children, who had not previously gone through psychoeducational testing within the last year. Participants completed a battery of psychoeducational assessments and the YCAF feedback process. Data sources included session transcriptions, session observation notes, child interviews, parent interviews, and expressive arts observation notes. In order to explore the perceptions regarding the YCAF, the author utilized interpretative phenomenological analysis to understand the children's feedback experiences. Findings included the following themes: freedom for self-direction, self-concept, therapeutic relationship, affective responses of child, systemic shifts, and developmental considerations. The themes show that the children in this study saw a variety of benefits and experiences surrounding receiving their own personalized, developmentally appropriate assessment feedback.

This study investigates outdoor educators’ spiritual experiences in wilderness from a retrospective point of view. The aim is to understand their meaning-making and the role of such experiences in their life and career as well as to draw out possible implications for outdoor education (OE) with special regards to a sustainable future of our planet. For that purpose, qualitative, semi-structured interviews were held with six American OE professionals aged 28 to 53, and analyzed in the manner of Interpretative Phenomenological Analysis (IPA). The paper examines the concepts of wilderness, nature-based spirituality and OE, describes a number of relevant studies, and dedicates a critical chapter to the philosophical foundations of IPA. Due to participants’ varying comfort levels with spirituality, the paper suggests to refer to awe-inspiring experiences rather than spiritual experiences. The interviews show the significance of such experiences for the individual, and stress the importance of understanding them as part of a personal story, set in a framework in which participants make meaning. The paper identifies a number of elements that foster the awe- inspiring experiences reported in this study, and presents five ways they inspire the beholder on an intra-, inter- and extrapersonal level. In regards to OE, the paper emphasizes the crucial role awe-inspiring experiences may play in a perpetuating positive cycle towards environmental care and stewardship.

Women throughout the world have found emancipation through education. Yet, there has been no research on the role that education plays in dairy farm women's primary, on-farm identity development and how farm women's identities develop. The purpose of this phenomenological study was to examine dairy farm women's perceptions of previous learning (education) and its influence on their primary, on-farm identity development. The feminist standpoint theory provided the framework for this study. A homogeneous, purposeful sample of 10 active dairy farm women were interviewed using individual, face to face, semistructured questions to answer the question: What are dairy farm women's perceptions of previous learning (education) and its influence on their primary, on-farm identity development? Emergent themes and patterns were identified following the in-depth data analysis process of interpretive phenomenological analysis. The findings revealed 3 superordinate themes: identity, identity development, and education. All of the participants discussed factors that contributed to their identity development (family, emotions, and freedom), and they described their perceptions of education's influence on their primary, on-farm identity development. Incidental learning and transfer of skills were perceived as having the strongest influence followed by informal learning, mentorship, and formal learning. The postive social change implication of this research was to change the way agricultural educators and policy makers present information to dairy farm women.

Many couples get married hoping and believing their new relational commitment will last a lifetime. Unfortunately, however, this expectation sometimes goes unrealized. In our society, divorce rates are high and continue to climb due to a myriad of contributing factors. In regard to marriages directly connected to military culture and traditions, they not only grapple with managing the everyday stress and strain encapsulated in daily living, they also contend with military-related stressors that can also disrupt personal connections and derail marriages. In this study, the researcher will focus on the lived experience of Vietnam Combat Veteran Couples in long-term marriages diagnosed with PTSD. The goal of this study is to pinpoint some of the most-enduring yet integral aspects of intimacy having contributed to the long-term marriages of this population. The most-enduring and integral aspects within these relationships, in this population, has not been thoroughly studied. Moreover, this study will help to fill this gap in research by exploring the positive aspects found within the long-term marital relationships of Vietnam Combat Veteran Couples diagnosed with PTSD. The researcher will utilize a theoretical approach designed to work in concert with the multifaceted variances found within the premise of marriage itself; while also focusing on both the academic and practical sides of this phenomenon. The researcher will employ theme based interview questions in an attempt to examine the lived experience, as well as, the enduring and integral aspects associated with the longevity of these long-term marriages. Couple participants will be studied using the phenomenological method Interpretative Phenomenological Analysis (IPA). The results of which will guide the researcher in formulating discussions, conclusions, and recommendations for the future.

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