Thesis (Ph. D.) -- University of Maryland, College Park, 2005. / Thesis research directed by: Counseling and Personnel Services. Includes bibliographical references. Also available on the World Wide Web as a PDF file.

by Sou Meng Kei, Yu Cheng Yuan, Yung Yin Ting, Evelyn. / Thesis (M.B.A.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves [83-85]). / ABSTRACT --- p.ii / LIST OF APPENDICES --- p.iii / ACKNOWLEGMENTS --- p.iv / TABLE OF CONTENT --- p.v / Chapter / Chapter I. --- INTRODUCTION --- p.1 / Literature Review --- p.2 / Objectives --- p.4 / Definition of Terms --- p.4 / Background Information --- p.6 / Secondary School in Hong Kong --- p.6 / Existing Guidelines on School Crisis Management --- p.8 / Common Crisis-prone Teenage Problems in Hong Kong --- p.9 / Recent School Crises in Hong Kong --- p.10 / Significance of Study --- p.11 / Chapter II. --- METHODOLOGY --- p.12 / Research Design --- p.12 / Description of the Sample --- p.13 / Definition of Grouping Items --- p.14 / Definition of Constructs and Their Relationship --- p.16 / Chapter III. --- LIMITATION --- p.18 / Chapter IV --- DATA ANALYSIS AND DISCUSSION --- p.20 / General Findings --- p.20 / Comparative Findings --- p.34 / Additional Statistical Findings --- p.50 / Chapter V --- RECOMMENDATIONS & IMPLICATIONS --- p.52 / Chapter VI --- CONCLUSION --- p.57 / APPENDIX / BIBLIOGRAPHY

Thesis (Ph. D.)--University of Oregon, 2008. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 67-71). Also available online in ProQuest, free to University of Oregon users.

Thesis (DPsych) -- School of Life and Social Sciences, Swinburne University of Technology, 2009. / Submitted as partial fulfillment of the requirements for the award of the Professional Doctorate in Counselling Psychology in the Faculty of Life and Social Sciences, Swinburne University of Technology, 2009". Includes bibliographical references (p. 168-189)

Thesis (M.S.)--Oregon State University, 2007. / Printout. Includes bibliographical references (leaves 93-95). Also available on the World Wide Web.

This thesis addresses the identification of critical incidents in schools, the factors influencing teachers' coping, and the implications for crisis intervention and management. An argument is developed that school communities may be best served by a salutogenic (wellness) perspective for crisis response and recovery, which focuses on the personal and collective resources that contribute to successful coping and mental health. Three aims were addressed. First considered was the potential for commonly occuring events (e.g., the death or injury of a teacher or student, assault, vandalism or damage to school property, professional misconduct on the part of a teacher), to evoke stress, grief, or trauma responses in individuals and organisations. Emphasised was the nature of individual differences in responses to such critical incidents, and ways of dealing effectively with the varying character and intensity of such responses. The second aim was to examine the influence of pre-existing personal wellbeing and resources on individuals' responses, adjustment and growth after an incident. The third aim was to explore the interface between the individual and the organisation following critical incidents, and the nature and impact of intervention and management strategies on an individuals' sense of wellbeing and ongoing investment within the organisation. Two related studies investigated the impact of critical incidents on teachers. In Study 1, 245 teachers completed a self-report questionnaire that gathered quantitative data comprising three measures of personality and positive functioning (Psychological Wellbeing & Sense of Coherence), demographic data, and teachers' previous experience of critical incidents. Teachers also provided an autobiographical account of a personally significant critical incident. Results showed that commonly occuring events, such as the death of a student or teacher, and other issues such as professional misconduct of a colleague, professional conflict, theft and vandalism were regarded as critical incidents by teachers. The four distinct response categories indentified (negative feelings, positive cognitions, negative conditions, & negative impact on functioning) were characteristically grief or stress responses rather than those associated with psychological trauma. Significant relationships were identified among the personality variables and the measures of positive functioning. Extraversion was positively related to positive functioning, and introversion negatively related. The findings point to personal and collective issues that have the potential to facilitate and enhance coping and recovery after a critical incident. In particular, six management strategies (Wellness Factors), comprising both personal and organisational components, emerged as potential contributors to ongoing psychological wellbeing, sense of coherence, and posttraumatic growth outcomes. These Wellness Factors were identified as: (a) emotional and practical support; (b) active involvement; (c) responding according to individual need; (d) access to information; (e) readiness; and (f) leadership. Study 2 involved a more detailed examination of the experience of 30 teachers following a critical incident subsequent to the completion of Study 1. This study examined personality, posttraumatic growth and personal trauma history (gathered through a self-report questionnaire), in conjunction with the pre-event personal characteristics gathered in Study 1. The second component of Study 2 consisted of a semi-structured interview that explored the teachers' personal experiences of the critical incident. Results revealed that PCI Extraversion showed significant positive relationships with Psychological Wellbeing and Sense of Coherence. PCI Emotionality showed a significant positive relationships with Posttraumatic Growth. Interview data showed that 22.5% of teachers reported a high incidence of Acute Stress responses (DSM-IV-TR criteria). In addition, anger directed at the school's leadership, and conflict between disillusionment with authority and the impact of the event. Strong negative relationships were identified among Extraversion and Openness, and the Wellness factors. Results showed that moderate stress responses are associated with Posttraumatic Growth at a personal level. However, the same responses can evoke disillusionment and cynicism at an organisational level. The findings are discussed in terms of the personal and organisational factors that contribute to healing and recovery following critical incidents. Implications for critical incident management planning, intervention and recovery are considered, along with directions for future research.

Thesis (Ed. D.)--Illinois State University, 2006. / Title from title page screen, viewed on April 27, 2007. Dissertation Committee: Patricia H. Klass (chair), Elizabeth T. Lugg, Joseph Pacha, Thomas Ellsworth. Includes bibliographical references (leaves 100-105) and abstract. Also available in print.

Thesis (M.A.)--Naval Postgraduate School, 2008. / Description based on title page of source document ( viewed on April 23, 2008). Includes bibliographical references (p. 135-139).

Thesis (Ph. D.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: Craig S. Cashwell; submitted to the School of Education. Includes bibliographical references (p. 139-165).

School-Based Violence (SBV) is prevalent in South Africa and globally. SBV is one of the challenges that the South African education system is facing resulting in a new deep-rooted culture of unsafe and insecure schools. Teachers are expected to teach learners, who display antisocial behaviour. These learners swear, back chat, verbally and physically abuse and show total disrespect for teachers. The presence of such learners has turned schools into battle field. This violence is not exclusively directed to teachers, but learners are also the common victims of bullying in particular. This study therefore sought to investigate how intergroup violence impacts on the schoolbased violence. The concepts, Intergroup Conflict (IC) and gangs/gangsterism were used interchangeably to describe actions of individuals who take part in the social conflict, driven by competition, antagonism and aggression within the school context. A qualitative research method was used to capture the experiences and narratives of participants affected by school based violence. The study employed the interpretivist research paradigm the phenomenological research approach was preferred for the study to gain the meaning, structure, and essence of the lived experiences of the participants with regard to SBV. To extract participants’ experiences, perceptions and views, the study used a semi-structured interview, focus group interviews and nonparticipatory observation methods. The selected schools were purposefully selected because of historical and ongoing violent incidents, as well as the violent communities in which these schools are located. The researcher complied with and observed ethical principles during the research study. The research was conducted on sites (schools) and included seven learners, seven teachers, three principals, three parents who are members of the School Governing Body, three parents, as well as a District Official. Permission was sought and granted by the Provincial Education Department – Gauteng Province, as well as by the District Director.