Although parenting by lesbian, gay, and bisexual-identified (LGB) individuals has attracted increasing research attention over the past few decades, relatively little focus has been given to the personal identity development of adolescents raised in such families. There is scant qualitative data that describes the phenomenon from the viewpoint of Canadian adolescents; this study aims to give voice to those with parents that identify as non-heterosexual. In semi- structured interviews, participants were asked to explain how they made sense of being from an LGB-led family, particularly within the contexts of school and Canadian society, and of what unique needs they perceived families like theirs to have. For inclusion in the study, each participant needed to have at least one LGB-identified parent. Additionally, they needed to be a current or recent student in an Ontario secondary school. A convenience sampling method was used to locate nine (N=9) participants. Three of the participants were male, and six were female. All participants were Canadian-born English speakers who ranged in age from 13 to 19 years old, with a mean age of 17.5. The interview schedule was constructed with input from existing narrative psychology literature, consultation with fellow students and faculty, and inspiration from other semi- structured protocols such as The Life Story Interview (McAdams, 2008). Interpretative Phenomenological Analysis (IPA) was employed to organize and evaluate responses. Thematic findings were organized within three domains. First, family-related themes were considered, such as interviewees’ responses to parental disclosures of an LGB identity, responses of extended family members, and perceived advantages of having LGB-identified parents. Second, school-related themes were found, such as how children choose to disclose their parents’ sexual identity to peers. Finally, themes related to queer identity were considered, since many participants revealed their parents’ sexual identity intersected with other narratives (e.g., being Canadian, being heterosexual, the master narrative of heteronormativity, etc.) to create multiple layers to their own sense of self. The study endeavours to add a qualitative approach to the literature so that Canadian adolescents’ narratives are represented in the overall understanding of the phenomenon of LGB- led families. It also has potential to impact the development of school policies and curricula and to enrich the quality of life for LGB-led families.

Gli esseri umani vengono definiti come membri di un gruppo quando assumono i significati che il gruppo stesso crea ed utilizza per concepire sè stesso, i suoi membri e l'universo in generale. Abbiamo studiato i significati che definiscono un essere umano nella versione dell'"autolesionista utente di un gruppo online". In primo luogo, tramite un'analisi tematica di post condivisi nel forum del gruppo siamo venuti a conoscenza delle teorie sul comportamento, la sofferenza ad esso associata ed altre tematiche che definiscono "l'autolesionista". I risultati ottenuti hanno dimostrato che i significati che descrivevano il dolore associato all'autolesionismo erano più rilevanti rispetto a quelli legati all'atto. In seguito tramite IPA di interviste individuali abbiamo compreso che la qualità dello spazio del forum e della relazione tra le dimensioni online e offline determinavano influenze reciproche tra la partecipazione al forum, gli effetti sul sè e sul comportamento e il tipo di utilizzo del forum. Infine abbiamo condotto quattro incontri online con un gruppo di utenti del forum e lavorando sui significati, abbiamo stimolato la loro capacità di diventare consapevoli del loro stato mentale in relazione al comportamento autolesionista. / Human beings are defined as members of a group when they assume the meanings that such group creates and uses to conceive itself, its members and the world in general. We studied meanings that shape a human being in the version of a “self-injurer member of an online group”. Firstly, through a thematic analysis of posts shared in the forum of the group we became acquainted with theories about the behavior, its associated sufferance and other issues that define “a self-injurer”. We found that the most important meanings related to the sufferance rather than to the practice of self-injurious gestures. Secondly, through IPA of individual interviews we understood that the quality of the space of the forum and the relationship between online and offline dimensions determined influences between the self-injurer's identity and her experience in the forum in terms of participation, effects on self and behavior, and type of use of the forum. Finally, we conducted four online meetings with a group of users of the forum and always focusing on meanings, we stimulated their capacity to be aware about their mental states in relation to self-injury.

The purpose of this study is to present a performance guide for singers on twelve selected songs in Brazilian Portuguese for voice and piano by Brazilian composer, pianist, and arranger Edmundo Villani-Côrtes (b.1930). Since 1949, Villani-Côrtes has been active in the musical scene of Brazil. He has a unique compositional style that seamlessly combines elements of both art music and popular music. Villani-Côrtes’s body of works includes over two hundred compositions for solo instrumental music, orchestral music, choral music, and art song. He has written over sixty songs in Brazilian Portuguese, including the Ciclo Cecília Meireles (1987), winner of the 1988 Prize of the Associação Paulista de Críticos de Arte (A.P.C.A.), but most of these remain unpublished. This performance guide is the result of three years of research, study and personal communication between the author, Villani-Côrtes, and poets whose words the composer used as lyrics. It offers a comprehensive body of information relevant for both the performer and voice teacher who approach this new and untraditional repertoire. It includes a concise biography of the composer, biographical information for the poets, comments on the compositional style of Villani-Côrtes, an overview of the Brazilian Portuguese International Phonetic Alphabet (IPA)—with a chart of Brazilian Portuguese Sounds, IPA transcriptions with English word-by-word translations and poetic versions of all the lyrics, comments from the composer and the poets on each of the songs, and the technical information, pedagogical suggestions, and interpretative insights provided by the author.

Although parenting by lesbian, gay, and bisexual-identified (LGB) individuals has attracted increasing research attention over the past few decades, relatively little focus has been given to the personal identity development of adolescents raised in such families. There is scant qualitative data that describes the phenomenon from the viewpoint of Canadian adolescents; this study aims to give voice to those with parents that identify as non-heterosexual. In semi- structured interviews, participants were asked to explain how they made sense of being from an LGB-led family, particularly within the contexts of school and Canadian society, and of what unique needs they perceived families like theirs to have. For inclusion in the study, each participant needed to have at least one LGB-identified parent. Additionally, they needed to be a current or recent student in an Ontario secondary school. A convenience sampling method was used to locate nine (N=9) participants. Three of the participants were male, and six were female. All participants were Canadian-born English speakers who ranged in age from 13 to 19 years old, with a mean age of 17.5. The interview schedule was constructed with input from existing narrative psychology literature, consultation with fellow students and faculty, and inspiration from other semi- structured protocols such as The Life Story Interview (McAdams, 2008). Interpretative Phenomenological Analysis (IPA) was employed to organize and evaluate responses. Thematic findings were organized within three domains. First, family-related themes were considered, such as interviewees’ responses to parental disclosures of an LGB identity, responses of extended family members, and perceived advantages of having LGB-identified parents. Second, school-related themes were found, such as how children choose to disclose their parents’ sexual identity to peers. Finally, themes related to queer identity were considered, since many participants revealed their parents’ sexual identity intersected with other narratives (e.g., being Canadian, being heterosexual, the master narrative of heteronormativity, etc.) to create multiple layers to their own sense of self. The study endeavours to add a qualitative approach to the literature so that Canadian adolescents’ narratives are represented in the overall understanding of the phenomenon of LGB- led families. It also has potential to impact the development of school policies and curricula and to enrich the quality of life for LGB-led families.

Introduction: Recent developments in the study of trauma responses have shown how some people may experience positive and life altering changes following traumatic life events which have been described as posttraumatic growth. Research is beginning to examine the role of trauma treatments in the facilitation of posttraumatic growth. Aim: This study sets out to explore participants’ experiences of posttraumatic growth during Eye Movement Desensitization and Reprocessing therapy, and the role of the therapeutic relationship in facilitating posttraumatic growth. Method: Semi-structured interviews were carried out with participants to examine their phenomenological experiences. Methodology: Interpretative Phenomenological Analysis was employed to consider emergent meanings and themes within a hermeneutic circle of interpretation. Participants: Seven participants were interviewed who had received Eye Movement Desensitization and Reprocessing therapy within National Health Service primary care psychological therapy services for posttraumatic stress disorder. Findings: Four superordinate themes emerged from the analysis of the participant accounts including: (i) Safe and secure; (ii) Taking back control; (iii) Reconstructing the self; and (iv) Journeying beyond trauma to the future. Conclusions: Person-centred conditions and client-therapist attachment were important elements of the therapeutic relationship which provided participants with the safety, trust, and relational depth necessary for the facilitation of experiences of posttraumatic growth during Eye Movement Desensitization and Reprocessing therapy. Implications: The findings emphasise the importance of a clinical focus on the quality of the therapeutic relationship as a facilitative therapeutic environment allowing affective-cognitive processing and the emergence of posttraumatic growth.

本研究目的在建構個案學校翻轉教育的策略指標與探討其應用，除了提供個案學校對翻轉教育的回饋，亦提供有結構性的策略指標參照。研究方法上，先以文獻分析歸納整理相關指標，並與個案學校成員討論建構出學校翻轉教育之21項策略指標，接著以概念構圖法與集群分析整合學校成員對指標的重要性和執行率評估與分群以建立構面。最後求取各構面及指標權重，進行指標的重要-表現分析(IPA)，完成個案學校翻轉教育的策略指標體系。根據研究之結果與分析，歸納主要結論及建議如下： 一、結論 (一) 以概念構圖建構翻轉教育的4項構面與21項指標應用個案學校。 (二) 個案學校翻轉教育之重要性最高構面為「教師增能」。 (三) 個案學校翻轉教育之重要性最高的指標為「教師應有充足的備課時間」，其次為「提升教室的數位載具資源」、「教師所製作或選編之教學內容具吸引力」。 (四) 個案學校翻轉教育之執行表現最佳構面為「科技支援」；執行表現最差構面為「社群支持」。 (五) 個案學校翻轉教育之執行表現最佳指標為「提升教室的數位載具資源」，其次為「雲端課程平台分享」。 (六) 執行表現最差指標為「翻轉教學社群討論空間與時間安排」。 (七) IPA分析結果最急需改進的構面為「教師增能」。 (八) IPA分析結果最急需改進的指標為「教師應有充足的備課時間」，其次依序為「翻轉社群師資研習或學習機會」、「讓學生依照個別學習進度精熟學習」、「建立學生個人學習歷程檔案」、「教師能規劃翻轉學習之課程內容」。 (九) IPA分析的應用性。 二、建議 (一) 指標運用: 逕行利用指標繼續檢視翻轉教育歷程，利用指標繼續檢視個案學校往後的翻轉教育歷程。 (二) 應強化「教師增能」及「社群支持」。 (三) 應關注學生學習。 (四) 對未來研究之建議: 從個案研究的指標建構，推展至適用於全國性的樣本；持續針對指標系統做適當之更新。 / The purpose of this study is to construct the strategic indicators of school flipped education and to explore its application. In addition to providing individual case feedback on flip education, we also provide a structural reference to strategic indicators. As for research methods, by means of literature review, and discusses with the members of the case to construct 21 strategic indicators of school flipped education. Concept mapping questionnaire used to analyze the school members' opinion on the importance and implementation of each indicator and to help indicator selection. At last stage, find the weight of each indicator within each dimension and construct the system of indicators of school flipped education. The conclusions are follows: (1) This study constructs 4 main dimensions and 21 strategic indicators of school flipped education. (2) The highest aspect of the importance of school flipped education is " faculty enhancement ". (3) The most important indicator for flipped education is that "teachers should have sufficient preparation time" followed by "upgrading the classroom's digital vehicle resources" and "the teaching content produced or selected by teachers should be attractive." (4) The best performing aspect of the importance of school flipped education is "science and technology supporting"; the worst performing aspect is "community supporting". (5) The best indicator of the performance of school flipped education is "enhancement of digital mobile device in the Classroom" followed by "cloud-based course platform sharing". (6) The worst indicator of the performance of school flipped education is "flipped teaching community discussion space and schedule." (7) The most urgent aspect of IPA analysis is "faculty enhancement". (8) The most urgent indicator for IPA analysis is "teachers should have sufficient time for preparation", "community teachers' study or learning opportunities", "allowing students to master the learning process based on individual learning progress", " build student personal study files "," teachers can plan flip learning course content. " (9) The applicability of IPA analysis. According to the conclusions, some suggestions had been proposed: (1) Use of Indicators: Using indicators to continue to examine the course of overturning education, and using indicators to continue to examine cases of school rollover education in the future. (2) Teachers and community support should be strengthened. (3) Should pay attention to student learning. (4) Suggestions for future study: From the construction of indicators of case studies to the application of national samples; and continual updating of the indicator system.

Syftet med denna studie var att ta reda på förskolechefers uppfattningar och erfarenheter om barn som stängs av i förskola pga. obetald barnomsorgsavgift. Kvalitativa intervjuer har genomförts med åtta förskolechefer och resultatet har analyserats med IPA, där tre huvudteman har tolkats fram. Dubbla känslor gentemot avstängning beskriver hur informanterna uttrycker sig för och emot bestämmelsen avstängning av barn. Olika roller och åtaganden handlar om hur förskolecheferna uppfattar sin egen roll och vilka olika befogenheter de tillskriver sig. Stigmatisering som följd handlar om att informanterna upplever att avstängning kan ge stigmatiserande effekter för de barn och familjer som drabbas, då de redan lever i socioekonomiska svårigheter. Studiens slutsatser är att informanternas uppfattningar om sin roll som chef och sina befogenheter påverkar hur de agerar vid en avstängning. En annan slutsats är att barnperspektivet i myndighetsutövandet är bristande. Avslutningsvis ges rekommendationer och förslag på metoder, som barnkonsekvensanalys samt individuell prövning om barnets eget behov till förskolan. Detta för att närma ett barnperspektiv i beslut och värna om barnets bästa.

Trauma therapists increasingly use EMDR when working with Posttraumatic Stress Disorder (PTSD) and trauma clients as it is recommended by NICE guidelines (2005) however until recently research focused on the negative impact of trauma work. Posttraumatic Growth (PTG) appears to be the most commonly used term for ‘growth’ however attempts to define and measure it can be criticised for being reductionist in approach as it reduced five factors into three outcomes based on the client’s growth. Research on trauma therapists’ growth has relied on client definitions that is; Vicarious PTG is based on PTG although there are a couple of studies which collaborate these findings. This study aims to address the literature and practitioner gap by exploring EMDR therapists’ lived experiences of ‘vicarious growth’ when working with PTSD symptom clients. Semi-structured interviews were used to collect data from a homogeneous sample of six EMDR therapists who stated that they had positive experiences or experienced growth (positive change) when working with PTSD symptom clients. Interpretative Phenomenological Analysis (IPA) was used to analyse the data. Rich, detailed findings in terms of how ‘growth’ is experienced emerged as four super-ordinate themes: A: Initial struggles; B: Experiences of the “healing journey”; C: Growth through connecting and D: Impact of growth on ‘self’. Implications of experiences of the therapeutic relationship as a “healing journey” for therapists were discussed in terms of a potential power imbalance where they might be viewed as ‘experts’. However, a better understanding of how therapists experience ‘vicarious growth’ with their clients enables them to utilise this knowledge to develop their own growth and self-awareness therefore supervision and training to encourage self-awareness was also discussed. These Positive Psychology (growth) findings such as self-belief in skills; use of ‘special set’ of clients; self-image as 3 ‘guide’ and the spread of growth to areas outside of therapy can be utilised to add Positive Psychology (growth) into existing supervision and training (EMDR and trauma) thereby enhancing existing models or creating new ones. Therapists growth and well-being may lead to lower occupational risk than was previously thought working amongst trauma clients and perhaps greater job satisfaction. KEYWORDS: Eye Movement Desensitization and Reprocessing (EMDR), Posttraumatic Stress Disorder (PTSD), Posttraumatic Growth (PTG), Vicarious Posttraumatic Growth (VPTG), Vicarious Growth (VG), Interpretative Phenomenological Analysis (IPA); EMDR therapists; Positive Psychology.

Youth sex offenders are not a homogenous population. They differ in terms of race, social class, victim preferences (both in terms of age and in terms of whether the victim is known to the offender or not), their modus operandi to gain compliance, levels of aggression and physical violence, the types (“hands on” or “hands off”) and levels (level 1, 2, or 3) of offences and lastly their motivations for committing a sex offence. The motivations are linked to the risk factors to which an individual is exposed, for example, a youth that was previously sexually victimised could sexually act out his experiences. A qualitative approach was used in this study. The researcher aimed to gain a holistic comprehension of the risk factors that youth attribute to their sex offending behaviour and thus this was the most appropriate approach to use. A semi-structured interview schedule was used as the data collection method as this allowed the researcher the freedom to change the sequence and forms of the questions in order to follow up on responses. The function of this interview schedule was to direct the researcher to ensure that she covered all the themes needed to obtain the necessary data. The interview schedule was made up of nine categories, namely: biographic characteristics, academic performance, extramural activities, substance use, family substance use problems, family and community violence, emotional status, caring and attachment to family and peers, sexual abuse and knowledge about sex. After the interviews were conducted, the data was transcribed, analysed and interpreted. The researcher made use of interpretative phenomenological analysis (IPA) to determine the emergent themes. The researcher eliminated the emergent themes that were impossible to label, or those deemed to be irrelevant to the study. Thereafter, the researcher clustered the emergent themes into sub-ordinate themes and validated these main and sub-ordinate themes. The researcher then provided a textural description to depict the experience and a structural description to depict the possible explanation of the experience of the respondents. Finally, a composite description provided the structure for the interpretation of the data. The researcher interpreted the main and sub-ordinate themes with relation to the literature review and the theories deemed useful in explaining the risk factors associated with youth sex offending, namely: Sigmund Freud’s psychoanalytic theory, Erik Erikson’s psychosocial theory of personality development, Albert Bandura’s social cognition theory, William Marshall and Howard Barbaree’s integrated theory, and Neil Malamuth’s confluence model of sexual aggression. The analysis and interpretation of the data revealed certain possible risk factors that could contribute to the phenomenon of youth sex offending in South Africa. The researcher provided possible methods of addressing these risk factors. The dearth of knowledge regarding the phenomenon of youth sex offending highlights the need for further research and the researcher made several recommendations regarding future research prospects in order to address this social problem and to give youth sex offenders the best chance of adopting pro-social behaviour. Copyright / Dissertation (MA)--University of Pretoria, 2010. / Social Work and Criminology / unrestricted

以人為本，是人力資源管理的核心概念，也是政府部門導入員工協助方案並積極推動的核心理念，主要目的是期望藉由員工協助方案的推動，提升個人及組織的績效。 　　本研究旨在探討臺北市政府推動員工協助方案，機關內部顧客，包含人事人員及一般業務單位同仁，對於員工協助方案各構面之滿意度及成效。研究方法除了檢閱員工協助方案相關文獻及理論外，並以問卷調查法及深度訪談方式，獲得實際資料進行分析，產生研究結果以回應本研究問題，再輔以重要性－表現分析法（Importance-Performance Analysis, IPA）對推動員工協助方案的重要度及滿意度分析，以獲得該方案未來推動方向之政策性建議。 　　本研究以問卷調查及深度訪談方式進行評估，問卷調查部分，共計發出400份問卷，回收有效問卷為365份，有效樣本回收率為91.25%，所得資料以SPSS統計分析，研究結果如下： 一、影響員工協助方案推動的因素： 透過深度訪談結果，歸納影響臺北市政府員工協助方案推動主要因素分別有：「機關首長或單位主管的支持度」、「保密倫理制度的建立」、「組織文化的差異」、「性別影響」、「員工協助方案的設置模式」、「人事人員具備轉介能力及人本關懷的人格特質」、「辦理相關主題訓練課程」及「行銷與宣導」等8項影響因素。 二、不同人口變項與認知程度之研究對象對於員工協助方案「滿意度」及「服務成效」分析： （一）對員工協助方案的「接觸程度」與「滿意度」有相關、但與「服務成效」無相關； （二）對員工協助方案的「瞭解程度」與「滿意度、服務成效」均無相關； （三）對員工協助方案的「需求程度」與「服務成效」均有正面影響； （四）對員工協助方案的「重要性認知」及「需求程度」，與員工協助方案的「個人、組織及整體成效」有正面影響，其中員工協助方案「重要性認知」與「整體滿意度及服務成效」亦有正面影響。 三、員工協助方案的「重要性」與「滿意度」之關聯性 本研究透過重要性－表現分析法，分析目前推動員工協助方案「急待改善區」及「次要改善區」推動項目，並根據現行推動的困難及應加強改善部分，提出建議改善面向。 　　最後，透過本研究結果提出相關政策改善建議，希望能提供臺北市政府未來推動員工協助方案訂定服務策略或辦理內容之參考，並參考本研究評估項目及模式進行評估，藉以提高員工協助方案可發揮成效，並期對提升公務機關整體工作績效產生助益。