This qualitative research study was designed to follow-up with ten participants in a relapse prevention program at an inpatient psychiatric unit with a diagnosis of major depression for the purpose of determining their experiences post-discharge in practicing relapse prevention and in pursuing and maintaining wellness in their mental health. It relied upon narrative theory, theories of self-efficacy, and theories of depression to guide the research process as well as the field of knowledge about rehospitalization, relapse prevention, depression, and self-efficacy. Participants described depression associated with loss, feeling helpless, powerless, overwhelmed and suicidal. They increased in their confidence of depression management as their depression got better and they actively managed it. During the interviews participants expressed themes of connection, with participants feeling disconnected from themselves and others, wanting to be listened to, but feeling unheard or hiding their own voice, a loss of self with healing occurring through use of self, learning cognitively and experientially to manage their depression using specific self-efficacy skills and identifying the things that interfered with depression management. A relational theory of depression management, based on attachment theory is proposed and several suggestions for research and treatment are made. / Ph. D.

Richard Rorty's main thesis in his work Philosphy and the Mirror of Nature centers on a critique of representationalism in a fundamentally relativistic way. The aim of this disseration is to grasp Rorty's ideas in broader sense as a critique of inadequate interpretation of knowing- that and shift the attention to knowing-how as a key to new understanding the success of natural sciences. The fact that something is reproducibly possible for us to make in the surrounding world is not relative, and it is precisely in this way that technology (knowing- how) spreads so successfully even at multi-cultural level. In contrast, the explanatory function (knowing-that) of the natural sciences is relative, making sense only in the context of what is already known and accepted. Natural sciences are so successful because their experiments and only then take agreement of hypothesis with experimental practice (knowing-how) as the criterion of its acceptability. This dissertation offers, as a way out of Rortian relativism, the concept of "open authority" and proposes a new development in philosophic pragmatism based on it.

This thesis, addresses the convergence between several strings of current research in the quest for a better understanding of the co-dependency and co-evolution of the human being and her ability to innovate, organize and provide products and services through competitive firms. The introduction and development of the concepts “Innovation Health” and “Systems of Innovation Health” aims at capturing emerging interdisciplinary understanding of early childhood developmental health and human life-spanning developmental conditions, to the extent that they are relevant for economic change, knowledge- and innovation related theory and research. An overview and analysis of global demographic changes, as they relate to Innovation Health is provided. Further, an extended view or possible emerging Theory of the Knowing and Innovating Firm is proposed and elaborated. Furthermore, Stein’s effort in the early 20th century to create a new philosophy of the humanities and a model of the human being is revisited. Her ontology of association, community and the human being is introduced in the context of organizational economics and knowledge-based theories. Her philosophy and “emergentis” ontology is applied as the theoretical framework of Innovation Health and the entire research effort.

This interdisciplinary study devised a Blues Methodology to investigate how a historically marginalized Black community conceives, practices and theorizes about citizenship in community-based pedagogical spaces (Douglas & Peck, 2013). Guiding questions were 1) How does a historically marginalized Black community conceive and practice citizenship? 2) How does the community’s conception and citizenship praxis compare to the dominant society’s conception? And 3) How can both conceptions inform citizenship education and citizenship research? To conduct this qualitative cultural study, I extended Clyde Woods’ Blues Epistemology and Sylvia Wynter’s theoretical construct of alterity into a methodology capable of illuminating the community’s culturally indigenous knowledge (ways of knowing) using cultural tools meaningful to them. Blues Methodology is a community-based inquiry approach employing a reflective researcher strategy that positions researcher in dialogue with community members to uncover culturally indigenous ways of knowing as well as hegemonic perspectives and community agency. The historically marginalized Black community of focus is located in “The South” where inhumane violence was routinely practiced against Africans and African Americans during and after enslavement. Terrorism was particularly brutal due to the intense labor required by the agrarian economy. Marginalization is a lasting legacy of enslavement, Jim Crow and structurally other forms of embedded racism. Twelve long term multigenerational community residents ranging in age from 17 to 80 years old, participated in this study. Two types of data were collected: oral and written. Oral data were collected from conversations and interviews with participants, written introspective data were collected from journaling. Researcher reflections also consisted of conversations with fictional characters who were constructed to protect my relationship with community participants and present childhood experiences that informed the research. Findings reveal that community conceptions of citizenship foster belonging and identity. Citizens theorized about their social economic historical political selves in the context of the local landscape. In contrast, the dominant society’s citizenship conception is an inclusion/exclusion dialectic that generically defines citizens selectively while excluding swaths of the U.S. population from curricula thus devaluing certain students and communities and relegating their knowledge to the margins at the expense of human freedom.

The prevailing discourses around refugees often serve to position them as ignorant, incapable, and needing to be assimilated into the dominant culture of receiving societies. The limited research devoted to refugees shows that they struggle in schools and on standardized tests of achievement, are underemployed, and live in poverty. Refugee women, in particular, often contend with multiple linguistic, gendered, and racialized forms of discrimination, as they navigate transnational spaces and lives in resettlement. However, this qualitative study sought to counter deficit discourses around refugee women in resettlement by critically investigating and illuminating their everyday lives and literacy practices. The participants were nine refugee women, aged 16 to 31, who engaged in an out-of-school book club over a six-month period. Sociocultural, dialogic, poststructural, feminist, and transnational theories informed this study. Critical ethnographic approaches and New Literacy Studies perspectives influenced the research process and data gathering. Qualitative data were collected from audio and video recordings of book club meetings, meeting transcripts, and researcher field notes. The data were analyzed using qualitative coding and narrative methods. The themes identified from the analysis were that participants (1) shaped and used the book club as a dialogic, border practice and space; (2) navigated and negotiated shifting and changing subjectivities and took up multi/plural identities; (3) used multiple languages and literacies as practices and resources; and (4) were living here-and-there, transnational and dialogic lives. The findings suggest that educators can foster refugee women’s English language learning and multiple literacies in three key ways: by creating learning spaces that are flexible, contingent, dialogic, and collaborative; by recognizing students’ sociocultural contexts and funds of knowledge; and by affording opportunities for students to position themselves as knowers and teachers.

This thesis presents an investigation into the pedagogical content knowing (PCKg) of Dutch experienced specialist preschool music teachers with regard to teaching and learning rhythm skills viewed from an embodied cognition perspective. An embodied cognition perspective stresses the intimate relationship between body, mind and environment. In a multiple case study the research methods - stimulated recall interviews, gesture analysis tasks, physical action analysis tasks, notebooks and semi-structured interviews - were used to elicit the PCKg of six specialist preschool music teachers regarding rhythm skills. The data of these different methods were inductively analysed but sensitising concepts derived from the literature review on PCKg were also used in the analysis. Furthermore, the data were triangulated to gain a comprehensive understanding of the participants' PCKg. As for the nature of the specialist preschool music teachers' PCKg regarding rhythm skills the findings illustrated that PCKg is distributed over language, sound, gestures, body positioning and physical actions. Respecting the content of PCKg a new form of (non-verbal) knowledge was explored: 'musical communication and musical interaction' that facilitates the learning of rhythm skills of preschoolers. The study is first of all significant for offering a new perspective on the nature of the specialist preschool music teachers' PCKg: a multimodal and dynamic way of knowing that emerges from the interrelated role between the social, cultural and physical classroom environment, the teaching task and the teacher's body. Beyond the classroom, these teachers' bodies form a source for recalling, re-enacting and eliciting classroom experiences to develop and communicate their PCKg. Secondly, it offers a new perspective on the content of the specialist preschool music teachers' PCKg: these teachers' bodies take on different roles to mediate the preschoolers' learning process regarding rhythm skills. These findings have implications for further research, teacher education, practice and policy.

This study explores the human and technical limitations of looking and seeing. It proposes a model for design that expands technical sight toward harmony with our human notion. It proposes a model for design that expands technical sight toward harmony with our human notion. This study is guided by the phenomenological experience of being expressed primarily by Heidegger as well as neuro-physiological research on the mind and body relationship by Ramachandran, Sacks Nicolelis and Damasio. It examines, in two paths, the technical developments that seek to alter or enhance our ways of looking and seeing. The first path is an assessment of ways of looking with optics-based cameras that includes how cameras might be set to look, how they behave in looking and how they translate that look into an image on display. The second path is an assessment of the image in varying states of readiness which include the capture state, state of rendering (for view) and state of display. The study uncovers the various ways that images are translated to be seen, and how sight and ocular vision might be detached in the process of imprinting what is seen in the imagination. It includes key examples of modern image device capabilities, makes suggestions about how the framework of this study can be applied in specific cases and predicts the state of image devices in the future.

Thesis advisor: Dorothy Jones / The importance of the nurse-patient relationship to the overall well- being of the person has been explored extensively by nurses. What is largely missing from this knowledge developed to date is the patient's perspective. The purpose of this study was to develop a reliable and valid measure of patients' perceptions of feeling known by their nurses during an acute, surgical, hospital admission. The development of the PPFKN Scale was guided by Newman's theoretical framework of Health as Expanding Consciousness (1994) and data from a qualitative descriptive study conducted in 2003 (Somerville). The current investigation focused on the development and psychometric testing of the PPFKN Scale. The four themes that emerged from the earlier qualitative study were used to guide the development of the 85-item scale. This scale was exposed to a panel of nurse experts to establish inter-rater agreement and content validity, item understandability and readability. The revised scale was piloted with five participants who had experienced an inpatient, surgical admission to determine content validity, item readability and understandability. The revised 77-item scale was then administered to 327 surgical inpatients across seven general care units at a large academic urban medical center. A sample size of 296 completed surveys was analyzed. A four-component solution was devised using Principal Components Analysis with Varimax rotation. This four-component solution accounted for 63.3% variance, with a total scale Cronbach's alpha coefficient of 0.99. A component loading cut-off was set at 0.3 and items not loading at this value on the expected component were dropped. This process resulted in a reliable and valid 48 item PPFKN Scale with four components and a total scale Cronbach's alpha coefficient of 0.98. / Thesis (PhD) — Boston College, 2009. / Submitted to: Boston College. Connell School of Nursing. / Discipline: Nursing.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-12-14T11:44:09Z No. of bitstreams: 1 Eliane Teixeira Rennó.pdf: 720998 bytes, checksum: 45ebe62796f539e3bb9a0dcb8640d543 (MD5) / Made available in DSpace on 2018-12-14T11:44:10Z (GMT). No. of bitstreams: 1 Eliane Teixeira Rennó.pdf: 720998 bytes, checksum: 45ebe62796f539e3bb9a0dcb8640d543 (MD5) Previous issue date: 2018-11-30 / Starting from the hypotheses that, from an early age, the individual may have difficulties in relation to the stages of learning, impediments to becoming sufficient in their school learning and presenting difficulties in their academic and/or professional development, this research verified what lies beneath non-learning under a psychoanalytic view. The theoretical-methodological approach used is that of listening research and investigation research (NAFFAH NETO; CINTRA, 2012). Three clinical cases, transcribed with reports and vignettes, and collected from unidentified collaborators served as a basis for seeking answers to the following research questions: Which factors in the initial bond prevent a person form interacting with knowing/learning? What causes a person not to relate well to the pursuit of knowledge? What would the reason for them not to develop in the academic and professional spheres be? The concepts that underlie this study are mainly those of intellectual inhibition (KLEIN, 1931) and those on the primitive aspects of development and also those present in A theory of thinking (BION, 1962c), presenting the concepts of alpha function, reverie, K and (-K) link and learning from experience. In conclusion, this research revealed that learning/knowing difficulties are related to how the baby‘s early experiences in parental bonding occur and that emotional factors significantly influence the way a person interacts whit his/her intellectual development / Partindo das hipóteses de que, desde a mais tenra idade, o indivíduo pode ter dificuldades em relação às etapas do aprender, impedimentos para tornar-se suficiente em seu aprendizado escolar e apresentar dificuldades em seu desenvolvimento acadêmico e/ou profissional, esta pesquisa verificou o que há por trás do não aprender, sob um olhar psicanalítico. O enfoque teórico-metodológico é o da pesquisa-investigação e pesquisa-escuta (NAFFAH NETO; CINTRA, 2012). Três casos clínicos, transcritos com relatos e vinhetas e colhidos de colaboradores não identificados, serviram de base para buscar respostas às seguintes questões de pesquisa: Quais fatores, no vínculo inicial, impedem uma pessoa de interagir com o conhecer/aprender? O que leva uma pessoa a não se relacionar bem com a busca do conhecimento? Qual seria o motivo de não se desenvolverem no âmbito acadêmico e profissional? Os conceitos que fundamentam este estudo são, principalmente, os de inibição intelectual (KLEIN, 1931), os relativos aos aspectos primitivos do desenvolvimento e também os presentes em Uma teoria sobre o pensar (BION, 1962c), a partir dos conceitos de função alfa, rêverie, vínculo K e (-K) e o aprender com a experiência. Concluída, esta pesquisa revelou que as dificuldades do aprender/conhecer estão relacionadas à forma como acontecem as experiências iniciais do bebê no vínculo parental e que os fatores emocionais influenciam significativamente na forma como a pessoa interage com o seu desenvolvimento intelectual

O objetivo deste trabalho é discutir como se dá a construção de conhecimento e a produção de saber na psicose infantil. Como metodologia, recorremos à articulação entre uma reflexão teórica e a experiência clínica. Na introdução é feita uma contextualização da pesquisa no âmbito da educação. No primeiro capítulo, apresentamos uma compreensão do diagnóstico de psicose infantil nas teorias psicanalíticas de Freud e de Lacan. Em seguida, uma discussão teórica a respeito das noções de conhecimento e de saber em psicanálise. No terceiro capítulo, a partir da experiência clínica como analista e acompanhante terapêutica de dois garotos psicóticos é possível refletir sobre as particularidades da construção de conhecimento. Percebemos que o conhecimento se constrói por meio das pesquisas que realizam na companhia de um Outro que suporta não saber. Esse conhecimento particular que produzem, por estar fora da lógica fálica, muitas vezes, não permite um enlace social. No entanto, serve a este sujeito como uma certeza que o protege de Outro invasivo, permitindo ele produzir um saber sobre si. Nas considerações finais, levantamos questões a respeito das necessidades educativas especiais dos psicóticos e das possibilidades e limites da inclusão escolar, considerando o que concluímos a respeito da construção de conhecimento destes garotos. / The objective of this study is to discuss the construction of knowledge (connaissance) and knowing (savoir) production in childhood psychosis. The methodology relied on the relationship between a theoretical discussion and clinical experience. The introduction offers a contextualization of the research in the field of education. In the first chapter, we present a reflection on the diagnosis of childhood psychosis in the psychoanalytic theories of Freud and Lacan. Then, we present a theoretical discussion about the notions of knowledge and knowing in psychoanalysis. In the third chapter, based on clinical experience in analysis and therapeutic accompaniment we discuss the particularities of the construction of knowledge. We came into the conclusion that knowledge is constructed by means of conducting research in the company of one other that supports the position of not knowing. This particular knowledge they produce, out of phallic logic, often does not allow a social link. However, this individual work serves as a certainty that protects them from invasive Other, allowing them to produce knowledge about themselves. In the conclusion, we raise questions about the special needs of the psychotic and the possibilities and limits of school inclusion, considering what we conclude about the construction of knowledge of these subjects.