The purpose of this phenomenological enquiry was to gain a deeper understanding of what it means to be an adolescent living with a sibling who has a chronic illness. Children’s chronic illness has an impact on well siblings and research findings have been inconsistent as to what effect this has on them. Semi-structured interviews using photo-elicitation were conducted with eight adolescents who had siblings with a chronic illness. Through the use of interpretive phenomenology, three themes emerged: Making Sense over Time, Getting Away from It All, and Creating Common Ground with Siblings and Family. The adolescents were able to make sense of chronic illness over time by asking parents questions about the illness and attending support groups. Siblings found normalcy in their lives by getting away to spend time alone or connecting with friends.

Kindergarten was originally conceived as a place for young children to playfully participate in self-initiated investigation and creative work to facilitate their development (Froebel, 1967a). However, over time, curricular mandates have shifted from Froebel’s original conception of kindergarten to prescriptive outcomes that have resulted in a more academically oriented curriculum that emphasizes skills and content in segregated subject areas (Russell, 2011; Stipek, 2004). These expectations and the accompanying accountability have led to the development of a different kind of kindergarten driven by a different set of goals (Stipek, 2004). There has been much discussion concerning the impact of shifting expectations on teacher practice (e.g., Goldstein, 2007b). Much of this research has surrounded a singular debate: the tension between the use of developmentally appropriate practices (DAP) and the obligation to teach prescribed curricular goals (e.g., Einarsdottir, 2008). However, this debate focusses solely on two dichotomous instructional logics and, thus, belies the complexities of the kindergarten classroom (Goldstein, 2007a). To gain a deeper understanding of how kindergarten is enacted in the evolving curricular landscape, this research looks beyond the challenges of integrating competing perspectives and into the interconnected factors at play in a classroom. Accordingly, in this study, I use a conceptual lens informed by Schwab’s conception of the eclectic (1971) and the four commonplaces (1973) to examine the multiple factors that contribute to the development of a kindergarten classroom environment. I re-envision the four commonplaces – subject matter, teacher, milieu, and learner – to align them with contemporary conceptions of educational purposes, practical theory, classroom climate, and childhood. Acknowledgement of kindergarten as an eclectic space provides a framework to explore the concurrent inclusion of both academic and developmental orientations. Using an ethnographic approach that integrates data from classroom observations, teacher interviews, and photo elicitation interviews with the students, I robustly describe learning in three full day kindergarten classrooms in Ontario. The data demonstrate that a successful, albeit different, balance between academic learning and developmentally appropriate practices is present in each of these classrooms. / Thesis (Ph.D, Education) -- Queen's University, 2013-04-28 23:45:55.34

No / Within this chapter, we explore the use of participant photo-elicitation methods in studying how people manage their daily episodes or incidences of work-life balance. Participant photo-elicitation methods rely upon research participants taking their own photographs of a subject as guided by the researcher(s). In addressing this particular technique, we explore some important methodological issues for HRM researchers who seek to use these methods and explain how this type pop methodology has much to offer when studying HR issues such as work-life balance. We conclude that one of the major benefits of the method is the role of photographs as a "conversational technology" (Gammack & Stephens, 1994, p. 76) in encouraging participants to talk and reflect.

Women in South Africa are discriminated against in various areas of their lives, specifically in the workplace where the power dynamics between men and women are not equally distributed. This qualitative research study in a critical phenomenological research paradigm has allowed me to explore, describe, explain and gain an understanding of the nature of female teachers‟ lived experiences of senior male colleagues‟ exercising of power. It has also allowed me to critically challenge and question female teachers‟ lived experiences by interpreting and making meaning or the power conundrum within a school context. Using a qualitative research design and methodology, I interrogated the power hierarchy in schools by initiating critical dialogue with the participants. This study serves as a voice for female teachers‟ lived experiences regarding the power conundrum. Data was generated by 16 purposefully selected female teachers from various primary and secondary schools in the Dr Kenneth Kaunda district in the North-West Province, more specifically the Matlosana area. The data generation phases consist of two consecutive phases each with different stages. The first phase concerns the photo-elicitation-narratives (written). This is followed by individual photo-elicitation-interviews during the second phase. The data is analysed by means of interpretive phenomenology analysis (IPA). Thereafter themes and categories are identified, and verified during a consensus meeting with independent coders. Two main themes are identified: Theme one is that female teachers experience power as a behaviour that has the potential to evoke feelings that are (im)balanced, thus power evokes feelings of either being nurtured or feelings that are seen as degrading or destructive in nature. Theme two reflects female teachers‟ suggestions of promoting their own well-being. As wellbeing evokes a sense of meaningfulness and belonging in the workplace, it can lead to positive work relationships. When power is misused or abused in the workplace, it results in workplace bullying and abusive behaviour, which has a negative effect not only on employees‟ work performance, but also on their personal life and own health. If the detrimental effects of this phenomenon of power in a school context are ignored, female teachers will continue to experience loss of self-esteem and work withdrawal, and show signs of increased depression as well as high stress levels. / MEd (Learner Support), North-West University, Potchefstroom Campus, 2015

Women in South Africa are discriminated against in various areas of their lives, specifically in the workplace where the power dynamics between men and women are not equally distributed. This qualitative research study in a critical phenomenological research paradigm has allowed me to explore, describe, explain and gain an understanding of the nature of female teachers‟ lived experiences of senior male colleagues‟ exercising of power. It has also allowed me to critically challenge and question female teachers‟ lived experiences by interpreting and making meaning or the power conundrum within a school context. Using a qualitative research design and methodology, I interrogated the power hierarchy in schools by initiating critical dialogue with the participants. This study serves as a voice for female teachers‟ lived experiences regarding the power conundrum. Data was generated by 16 purposefully selected female teachers from various primary and secondary schools in the Dr Kenneth Kaunda district in the North-West Province, more specifically the Matlosana area. The data generation phases consist of two consecutive phases each with different stages. The first phase concerns the photo-elicitation-narratives (written). This is followed by individual photo-elicitation-interviews during the second phase. The data is analysed by means of interpretive phenomenology analysis (IPA). Thereafter themes and categories are identified, and verified during a consensus meeting with independent coders. Two main themes are identified: Theme one is that female teachers experience power as a behaviour that has the potential to evoke feelings that are (im)balanced, thus power evokes feelings of either being nurtured or feelings that are seen as degrading or destructive in nature. Theme two reflects female teachers‟ suggestions of promoting their own well-being. As wellbeing evokes a sense of meaningfulness and belonging in the workplace, it can lead to positive work relationships. When power is misused or abused in the workplace, it results in workplace bullying and abusive behaviour, which has a negative effect not only on employees‟ work performance, but also on their personal life and own health. If the detrimental effects of this phenomenon of power in a school context are ignored, female teachers will continue to experience loss of self-esteem and work withdrawal, and show signs of increased depression as well as high stress levels. / MEd (Learner Support), North-West University, Potchefstroom Campus, 2015

Social stigma against gender diverse people continues to exist (Rieger & Savin-Williams, 2012), and this extends to gender nonconforming youth (D’Augelli, Grossman, & Starks, 2006). Expression and exploration of fluid gender identity and gender roles are part of typical human development (Institute of Medicine, 2011). Childhood gender nonconformity is defined as variation from norms in gender role behavior (Adelson & The American Academy of Child and Adolescent Psychiatry, 2012). Recommendations for research with gender nonconforming youth include gaining a clearer understanding of safe relationships, which currently lacks in the counseling literature (Institute of Medicine, 2011). Safety occurs when an individual takes psychological and interpersonal risks without fearing negative consequences (Edmondson, 1999). This study explores safety among gender nonconforming youth through the theoretical perspective of constructivism (Lincoln, Lynham, & Guba, 2011) and queer theory (Plummer, 2011) and will utilize the qualitative methods of photo-elicitation (Harper, 2002) and thematic analysis (Boyatiz, 1998). Implications for counseling practitioners, counselor educators, and future research will be discussed.

No

Les troubles alimentaires à l’adolescence se retrouvent dans divers contextes socio-économiques et constituent une importante question de santé publique au Brésil. Néanmoins, les liens entre la famile, l’alimentation et les troubles alimentaires sont encore peu explorés, spécifiquement au Nord-Est du Brésil. Notre objectif est d’analyser la place de la nourriture dans les relations familiales d’adolescentes brésiliennes anorexiques et boulimiques. Nous avons utilisé une méthode qualitative, exploratoire, auprès d’un échantillon de vingt-six sujets, dont huit familles, quatre anorexiques, quatre boulimiques, âgées de 12 à 18 ans, huit mères, quatre pères, cinq grand-mères et une soeur dans deux services de santé publique, CETRATA et PRONUTRA à Fortaleza-Ceará, au Nord-Est du Brésil. Nous les avons ensuite interrogés grâce à l’outil de photo-elicitation. La photographie d’un repas familial prise par l’adolescente a servi de base à l’entretien semi-structuré. L’analyse des entretiens a été réalisée à l’aide de l’Interpretative Phenomenological Analysis (IPA). L’analyse des résultats a permis d’analyser deux facteurs importants : la relation duelle parent-adolescente et le fonctionnement du groupe familial. Les résultats mettent en lumière un contrôle paternel très important dans la gestion de l’alimentation dans le groupe anorexie. La nourriture est apparue comme un moyen trouvé par l’adolescente anorexique et boulimique pour élaborer leurs situations de perte et de deuil. L’adolescente réorganise ses liens affectifs dans un mouvement paradoxal de demande de contrôle par l’autre, qu’elle-même contrôle en retour. Il semble y avoir, spécifiquement, dans l’anorexie, une délégation de la part des parents de soin aux personnes tierces, représentées par la famille élargie et les personnes appartenant aux systèmes extrafamiliaux. Différents conflits entre les sous-systèmes autour de la nourriture ont une fonction structurante pour le système familial, même s’il s’agit de le maintenir dans un état dysfonctionnel. Ces conflits affaiblissent la cohésion familiale dans l’anorexie et la boulimie. Un affaiblissement des règles et une informalité autour de l’organisation d’un repas sont apparus comme une manière d’échapper à la rigidité des rôles que le trouble alimentaire de la fille impose aux parents. Il semblerait que le mode d’organisation de repas familiaux ne reflète pas nécessairement le mode de fonctionnement de la famille. L’un des résultats les plus importants que notre étude sont conflits transgénérationnels.Nous avons trouvé des divergences entre la génération des parents et celle des grand-mères concernant la façon d’éduquer l’enfant et la transmission de rituels. Ces divergences semblent donc affaiblir le sentiment d’appartenance de l’adolescente à la famille à travers la nourriture. L’ensemble de nos résultats montrent la nécessité de travailler autour du processus séparation-individuation de l’adolescente brésilienne anorexique et boulimique de manière à concilier l’identité individuelle et familiale et favoriser son autonomisation. / Eating disorders in adolescence occur in various socioeconomic contexts in Brazil and are thus an important public health issue there. Nevertheless, the link between family, food and eating disorders has been very little explored, especially in northeastern Brazil. Our main goal was to examine the role of food in family relationships of Brazilian teenagers with anorexia and bulimia. We used an exploratory qualitative method to analyze interviews with 8 families and twenty-six individuals: four adolescents with anorexia and four others with bulimia, aged 12 to 18 years, with eight mothers, four fathers, five grandmothers, and one sister of a teenager with bulimia, referred through two public health centers (CETRATA and PRONUTRA) in Fortaleza-Ceara, in northeastern Brazil. Applying the technique of photoelicitation, we used a photograph of a family meal taken by the adolescent as the basis for the semi-structured interviews, analyzed with Interpretative Phenomenological Analysis (IPA). The results revealed two important superordinate themes: the parent-teenager relationship and the functioning of the family group. Results highlighted important paternal control in anorexia nervosa. Food appeared to be a means enabling adolescents with anorexia and bulimia to deal their situations of loss and grief. They appear to reorganize their emotional ties in a paradoxical movement by which they request to be controlled by another, who in turn they control. In anorexia, in particular, parents appear to delegate to third parties (the extended family and persons belonging to non-family systems) the role of monitoring the girl’s food supply. Different types of conflict around food between the subsystems, including that of siblings, seem to be necessary to maintain the family system, albeit dysfunctionally, and they weaken family cohesion. Loosening of the rules and informality around organization of meals has emerged as a way to escape the rigidity of the roles that daughters’ eating disorders impose on parents. One of the most important results of our study is the existence of transgenerational conflicts. We found divergences between the parents’ generation and that of the grandmothers concerning the ways of raising children and transmitting rituals. These divergences thus seem to weaken these teenaged girls’ feelings of belonging to the family through food. Overall, the results show the need for work around the separation-individuation process in Brazilian girls with anorexia and bulimia to help reconcile their individual and family identities and to promote their autonomy.

Current trends in education and school architecture reflect a growing awareness of the interconnectedness of people and spaces. Spaces acquire meaning through the experiences of those who use them and can contribute to the development of a sense of place. Purpose-built schools have long been valued and built in Iceland. The broad purpose of this study was to explore Icelandic students’ perceptions of their purpose-built school. Specific research questions included: (a) What spaces in purpose-built schools are important to students? (b) What happens in these spaces? (c) What meaning, if any, do these identified spaces hold for students? and (d) In ascribing meaning to some of the identified spaces, do students develop a sense of place? This phenomenological research initiative used an emergent design methodology. Seven Grade 9 and three Grade 10 students were recruited for this study. Primary data sources included students’ photographs of important school spaces, individual photo-elicitation interviews, and walking tours. Participants identified 25 important school spaces and 7 issues of concern within these spaces. Further analysis examined participants’ complex construction of importance and meaning. Participants described that school spaces were more likely to become meaningful places, when the design of the educational facility was in harmony with students’ experiences. The results of this study should raise awareness of the importance of building such schools in Canada and encourage the inclusion of students’ unique perspectives in the design of future schools. / Thesis (Master, Education) -- Queen's University, 2009-09-23 14:39:27.1

The discovery that it is possible to identify an individual before the onset of first episode psychosis and that treatment may prevent or delay onset have led to a proliferation of early intervention clinics designed to intervene before symptoms of psychosis have fully appeared. Early intervention has generated considerable debate, given the risks associated with intervening and that the majority of those identified will never develop full-blown psychosis. Despite potential stigmatizing effects, little is known about young people’s views regarding the favourable and/or adverse consequences of early intervention. This research examines the experiences and meaning of illness in young people identified as being at ultra high risk for psychosis and participating in a psychological intervention program. Specifically, the study uses photo elicitation to explore how participants construct and interpret their experiences, and the impact an at risk label has on their sense of self, identity, and social relationships. Five young people were invited to photograph their daily experiences at home, at school, and in the community. The participants and I then analyzed the photographs together in a photo elicitation interview. I further analyzed the visual and textual data from an interactionist perspective, exploring the concept of stigma and its relationship to young people’s experiences. Visual and narrative data revealed that young people reject their at risk status and redefine their experiences to fit with more acceptable and familiar notions of health. Participants are conscious of the stigma associated with psychosis and actively undertake strategies of resistance to avoid stigmatization and uphold a normal self conception and social impression. Photo elicitation provided insight and understanding into the experiences of young people at risk for psychosis that were not available through more traditional methods. The results from this study support the call for a reconsideration of the psychosis risk paradigm. There is a need to increase awareness about the power of diagnostic information and the labeling process. Non-specialized settings such as schools and community health centres may offer more appropriate environments for mental health monitoring and intervention.