The central contention of this thesis is that story as an aid to learning, particularly student nurses' own stories of practice, is not being used to its full potential in nurse education. The dominant tendencies in nurse education are briefly outlined; the first, a ‘top- down’, managerialist approach, which is theory-focused, and where ‘reflection-on-action’ from an essentially theoretical perspective, with assessment strategies related to extrinsic criteria, is predominant; and the second, a ‘bottom-up’ approach, focused on practice itself as a resource for learning, with ‘reflection-in-action’ (moment-to-moment decision-making) as its major pedagogic strategy. This thesis argues that these approaches are too often treated in isolation from one another, but that for nurse education to be effective, professional practice must unite the two, and that story is an imaginative and stimulating method by which this can be achieved. The thesis outlines the ways in which story has been explored in the literature, but the emphasis is on the ‘humanness’ of stories and the varied and diverse roles they could play in the development of nurse education. This discussion of the unique contribution that story can make to nurse education is placed in the context of two major theories of learning: constructivist and social constructivist, with particular emphasis on the seminal work of Schon. The research methodology adopted is that of narrative, and data were provided by student nurses’ written stories and learning accounts of practice, and notes taken during focus groups. The data were supplemented by the use of my own stories of experience of clinical practice. In all, 55 students’ written stories and learning accounts were collected, and then analysed using a three stage approach: first, reading the stories and learning accounts; second, a two- part analysis using content analysis and analysis of form; and third, a structured presentation of findings. Therefore, whilst accepting that direct learning from story is difficult to demonstrate, the evidence presented in this thesis illustrates the different ways in which stories can be an aid to student learning from practice, particularly by encouraging students to differentiate and structure clinical experiences that might otherwise remain undifferentiated and unstructured, and acknowledge and identify the tacit nature of their learning in practice and develop strategies for making it explicit. The evidence presented in this thesis supports the contention that inclusion in the curriculum of students’ stories of clinical practice can contribute towards the transformation of nurse education.

This inquiry, which employed a narrative research approach, critically explored the ethical dimension of hospice palliative care. Hospice palliative care is the profession specifically developed to care for the dying. The development of this practice has grown significantly since the 1980s in Australia, yet ethical inquiry into this professional practice has largely focused on particular issues, problems or dilemmas, such as euthanasia. Although particular ethical issues are important considerations, a broader investigation of the ethics of hospice palliative care practice has not been given sufficient consideration in the growing accumulation of the research literature in Australia. Jennings (1997) surmises that “systematic reflection on ethics in the hospice field is curiously underdeveloped” (p. 2). This study goes someway towards filling this gap. In building upon the Pallium research by European scholars and integrating a social practice framework (Isaacs, 1998) this inquiry provides an alternative account of the ethical agenda and one which has privileged an internal exploration, rather than assume that the ethics would be the same as any other health care modality or to simply adopt a dominant, principles-based approach. These internal explorations were located in the storied accounts of thirty interdisciplinary hospice palliative care professionals. This thesis provides a thorough, textual conversation into the realm of ethical caregiving at the end of life. Several key insights were illuminated. Firstly, total care must be central to the philosophy underpinning hospice palliative care practice, but this concept and practice of total care was being eroded and contested. Secondly, a predominantly modernist account of personhood was located in the narrative accounts. This modernist account of personhood was thought to be insufficient for the practice of total care and needed to be reconceptualised. An embedded ontological account was provided which would assist with the understanding and practice of total care. Thirdly, initially it was thought that there was no common, shared understanding of the purpose of the practice. It was suggested that the profession was “wandering in the wilderness” when it came to the aim of its practice. However, the professionals did share a common telos (aim towards a good) and it was overwhelmingly relational. This led to the proposal of a new telos for hospice palliative care practice centered on the creation and maintenance of unique relationships which would assist people in their final stage of life. Lastly, the ethical frameworks which guided practice for the professionals were presented. In these frameworks it was significant values (acceptance of human mortality, total care and honest and open communication) and relationships (how we treat each other) which played the main role in what constituted hospice palliative care ethics. An account of a hospice palliative care ethical relationship was provided which included a proximity stance of in-between. Overall, any ethic for hospice palliative care must have at the heart the relationship between professional caregiver and living-dying person. The relationships in this social practice, between each other, accompanying one another, are our ethical compass. This thesis concluded that hospice palliative care, as a social practice, has a rich ethical dimension as understood and articulated by its professional members. These insights have resulted in the construction of a new ethical framework reflecting, formalising and adapting the ethical dimension as understood by its professional members. This ethical framework - A Relational Ethic of Accompanying - is needed to help maintain, sustain and protect the unique identity of this profession. This framework adds to the “moral vocabulary” (Jennings, 1997) and “moral specificity” (ten Have & Clark, 2002) of hospice palliative care practice. In addition, it would provide important guidance to palliateurs reflecting on how best to provide quality, compassionate and ethical care at the end of life.

Abstract : Complex Trauma (CT) refers to the exposure to chronic or prolonged experiences of maltreatment that often occur in the context of a caregiving relationship. This concept also refers to the numerous sequelae that CT can have on the child’s functioning, including dissociation. Dissociation reflects a continuum of behaviours and processes that range from normative (e.g., daydreaming) to pathological (e.g., amnesia). The majority of children in the child welfare system have been victim to experiences of chronic maltreatment, which represents an important precursor in the development of disorganized attachment (DA). As such, many authors highlight the importance of assessing for CT exposure and associated sequelae given the pathological trajectories that are associated to these, including DA and the development of dissociative symptoms. The MacArthur Story Stem Battery (MSSB; Bretherton, Oppenheim, Buschbaum, Emde, & the MacArthur Narrative Group, 1990) is a narrative task whose purpose is to activate children’s attachment representations. The Attachment-Focused Coding System for Story Stems (AFCS; Reiner & Splaun, 2008) is a valid coding system which uses four stories (out of the 14 available) from the MSSB that are considered more likely to activate the child’s attachment system. However, this system differs in that it is quicker to administer and to code, making it more accessible to researchers and clinicians. The AFCS screens for the majority of sequelae associated to CT but does not consider dissociation. The first theoretical article outlines the current state of knowledge surrounding child dissociation, as well as how this concept relates to DA and exposure to CT. This article also explores difficulties related to the assessment of dissociation symptoms in maltreated children and argues the relevance of using a narrative task like the MSSB to do so. The second empirical article aims to develop a child dissociation assessment system which examines   the verbal and non-verbal manifestations of children that emerge during the MSSB stories selected for use with the AFCS. The Child Dissociation Assessment System (CDAS) is composed of two complementary measures, the Child Dissociation Code (CDC), which screens for dissociative symptoms, and the Child Dissociation Tool (CDT), which then assesses how these symptoms affect several domains of functioning, should this be necessary. The CDAS is a response to the current lack of child dissociation instruments available and takes limitations identified amongst existing measures into account. Through this exploratory study, the authors sought to obtain interrater agreement, with an intraclass correlation coefficient (ICC) of 0.75. To achieve this, 20 MSSB protocols of children between 6 and 12 years old (10 from a clinical sample and 10 from a non-clinical sample) were scored using the CDAS. The Mann-Whitney statistical test was then applied to the CDC to compare the average scores obtained on this measure by both groups of children to verify whether it discriminated between a clinical and non-clinical population. Preliminary results indicated that the CDAS possesses adequate to excellent inter-reliability and that the CDC discriminated between a clinical and non-clinical sample of children, highlighting the relevance of using the CDAS and of pursuing a validation study. / Les traumatismes complexes (TC) décrivent l’exposition à de multiples événements de vie traumatiques qui se produisent de manière répétée et prolongée et dont la figure parentale est souvent l’auteur. Cette nomenclature réfère également aux multiples impacts des TC sur le fonctionnement de l’enfant, dont la dissociation. La dissociation reflète une gamme de comportements et de processus allant de normaux (p. ex., rêverie) à pathologiques (p. ex., amnésie). La majorité des enfants suivis par la protection de la jeunesse (PJ) ont été victimes de maltraitance chronique, qui constitue l’un des principaux précurseurs de l’attachement désorganisé (AD). Ainsi, plusieurs auteurs notent l’importance d’évaluer l’exposition aux TC et leurs séquelles compte tenu des trajectoires pathologiques qui y sont associées, dont l’AD et le développement de symptômes dissociatifs. Le MacArthur Story Stem Battery (MSSB; Bretherton, Oppenheim, Buschbaum, Emde, & the MacArthur Narrative Group, 1990) est une tâche narrative qui vise à activer les représentations d’attachement chez les enfants. L’Attachment-Focused Coding System for Story Stems (AFCS; Reiner & Splaun, 2008) est un système de codage se voulant simple et accessible pour les chercheurs et les cliniciens, qui est appliqué à quatre histoires du MSSB (sur 14) jugées plus susceptibles d’activer l’attachement de l’enfant. L’AFCS tient compte d’indices reflétant la majorité des séquelles engendrées par les TC mais ne considère pas la dissociation. Le premier article théorique vise à dresser un portrait de l’état des connaissances au sujet de la dissociation telle qu’elle se manifeste chez les enfants, son lien avec l’AD et avec l’exposition aux TC. L’article explore également les difficultés liées à l’évaluation des symptômes de dissociation chez les enfants et discute de la pertinence d’évaluer ceux-ci en utilisant une tâche narrative telle que le MSSB. Le deuxième article empirique vise à développer un système d’évaluation de la   dissociation chez l’enfant à partir des manifestations verbales et non-verbales de la dissociation qui émergent lors des histoires du MSSB sélectionnées par l’AFCS. Le Child Dissociation Assessment System (CDAS) est composé de deux outils complémentaires, soit le Child Dissociation Code (CDC), qui permet un dépistage de symptômes dissociatifs, et le Child Dissociation Tool (CDT) qui dans un deuxième temps précise les domaines de fonctionnement atteints par ces symptômes, le cas échéant. Le CDAS répond à un manque actuel d’instruments pour évaluer la dissociation infantile et comble les limites identifiées parmi ceux qui existent. À travers cette étude exploratoire, les auteurs visent un accord inter juges satisfaisant pour le CDAS, soit un coefficient de corrélation interclasse (CIC) de 0,75 ou plus. Pour ce faire, 20 protocoles du MSSB d’enfants âgés de 6 à 12 ans (10 issus d’une population clinique et 10 d’une population non-clinique) ont été codés à l’aide de ce nouveau système de dissociation. Ensuite, le test statistique de Mann-Whitney a été appliqué au CDC afin de comparer la moyenne des scores de dissociation obtenus par les deux groupes d’enfants pour vérifier si cet outil discrimine entre la population clinique et non-clinique. Les résultats préliminaires indiquent que le CDAS possède un taux d’accord inter juges adéquat à excellent et que le CDC discrimine entre des enfants issus d’une population clinique et non-clinique. Ces résultats soulignent la pertinence du CDAS et justifient la poursuite d’un travail de validation.

The first aim of this SAG is to present and study three different researchers: Dahl (2021),Thorp (2016) and Johansson (2012) on how the subject of the use of history can beimplemented into history teaching and evolve students' way of thinking towards a betterhistorical consciousness. The second aim of this paper is to reflect on how the term uses ofhistory can be best implemented in a multicultural classroom. The third aim is to determinehow the terms use of history, historical consciousness and multiculturalism is defined inacademic research. To make these definitions we used the researchers Aronsson (2002),Karlsson (1999), Nordgren (2006, 2016), Rüsen (2004), Jeismann (1979), Koselleck (2004),Jensen (2003) and Runblom (2006). The material we have been using are doctoraldissertations and licentiate degrees which have been gathered from the digital platformsResearchgate, ERIC and DiVA. In our paper’s result the focus has been to present and reflectthe theoretical approaches that each researcher has obtained through their respective studiesregarding multicultural education, uses of history and historical consciousness. These resultsbecame the basis of a discussion of advantages and disadvantages regarding the optimal wayto construct an education plan for teachers. In our conclusion we presented the case that noneof the researchers' work was complete in itself and can be used in conjunction with each otherto better create a whole sided perspective on the best plan for history teaching. We also cameto the conclusion that terms uses of history, historical consciousness and multiculturalismcan be defined in a variety of ways. There are some disputes between each researcher in howthe relation between historical consciousness and uses of history can be defined. Thoughmost of them agree that multiculturalism includes a variety of aspects such as normality,individuality and that creation of identity is a big part of the multicultural classroom.

The aim of this project is to investigate the proper response of theology to the Christian God who, as revealed through revelation, is Being-in-act. This project takes seriously the idea posited by Shakespeare, that totus mundus agit histrionem, and upon this stage ‘all the men and women merely players: They have their exits and their entrances; and one man in his time plays many parts.’ If, then, God’s Being is in act, and as so many have deduced, life and death are enveloped within the drama of everyday, then, might it be possible that our theological endeavours would prosper through a dramatic rendering? In light of this, the project seeks to illumine that it is beneficial for both the Church and society, to realise how drama can be, and is, fruitful for our theological endeavours. God is Being-in-act, and through His revelation, He invites humanity to enter into and participate in His action. In light of the aforementioned, then, theology must contend with the implications for its practices, which, as is being argued, are benefited most through a full embrace of the dramatising of theology. The thesis is situated in the recent movement of our theological endeavours that recognise the profundity of the dramatic and its ability to illuminate God’s action and call to action from theology, the Church and society. Moving forward from the seminal work of Hans Urs von Balthasar, and set forth in the context of the theologies of Balthasar and Karl Barth, this project argues that it is through the dramatising of theology that theology is best equipped to illumine God’s desire for humanity’s participation in His Theo-drama. The dramatising of theology is a natural response to God’s Being-in-act; it is the natural movement of theology’s response to God’s action which calls for an active response on our part. Current examples of today’s theological movement towards the dramatic can be seen in such authors as Max Harris, Trevor Hart, Stanley Hauerwas, Michael Horton, Todd Johnson and Dale Savidge, Ben Quash, Kevin Vanhoozer, Samuel Wells and N.T. Wright. This project hopes to contribute to the movement towards the dramatising of theology.

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