The purpose of this study was to come to a greater understanding of the experiences of birth mothers of children with FASD since the birth of their child. The principles of feminist research practice were utilized throughout in order to give a voice to the women who participated in the study. The research followed the general guidelines to conducting hermeneutic phenomenology outlined by van Manen (1990). Purposeful sampling was used to recruit four birth mothers of children with FASD who have been involved in the mothering of that child. Data was generated through three semi-structured interviews with each participant, including a hermeneutic interview in which the women participated in the process of interpretation. Data was analysed using selective, detailed and wholistic methods and through the process of writing and re-writing (van Manen, 1990).<p> The results focus on the social and emotional experiences of the women who participated in the study. The experience of being a birth mother of a child with FASD is represented in a discussion of four main themes: Living with the Past: Self-Forgiven, yet Always Present; Living with Others: Judgement and Understanding; Living with the Self: Unworthy and Unfit; and Living with Ambivalence: Mothering as a Birth Mother. The implications of this research in relation to the understanding of the experiences of birth mothers of children with FASD and potential supports are discussed.

The purpose of this study was to come to a greater understanding of the experiences of birth mothers of children with FASD since the birth of their child. The principles of feminist research practice were utilized throughout in order to give a voice to the women who participated in the study. The research followed the general guidelines to conducting hermeneutic phenomenology outlined by van Manen (1990). Purposeful sampling was used to recruit four birth mothers of children with FASD who have been involved in the mothering of that child. Data was generated through three semi-structured interviews with each participant, including a hermeneutic interview in which the women participated in the process of interpretation. Data was analysed using selective, detailed and wholistic methods and through the process of writing and re-writing (van Manen, 1990).<p> The results focus on the social and emotional experiences of the women who participated in the study. The experience of being a birth mother of a child with FASD is represented in a discussion of four main themes: Living with the Past: Self-Forgiven, yet Always Present; Living with Others: Judgement and Understanding; Living with the Self: Unworthy and Unfit; and Living with Ambivalence: Mothering as a Birth Mother. The implications of this research in relation to the understanding of the experiences of birth mothers of children with FASD and potential supports are discussed.

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This qualitative study explored six post high school students' experiences within one high school Dance Academy program, over a four-year period, to learn if their dance experiences promoted student engagement. Student engagement occurs when students are invested in their learning, is the product of motivation and active learning, and is linked to student success. Semi-structured individual and group interviews were used as instruments of data collection and the data was transcribed and analyzed. Four main themes emerged from this study in relation to the students' experiences within the Dance Academy in relation to student engagement: 1) increased self-confidence, 2) healthy relationships amongst peers and with their teacher, 3) a sense of belonging, and 4) increased feelings if self-worth. The outcomes from this study indicate that dance, as part of a high school curriculum, was advantageous in providing these students with a unique learning experience that increased their relationship with the curriculum and fostered student engagement. Further research on the implications of teaching the arts, and in particular dance, in high school could benefit curricular programming and pedagogical practice.

This thesis is a critical reflection of the author’s time as a Principal of an Indigenous state school from 2003-2004. The purpose is to reassess the impact of her principalship in terms of the staff, students and Community change that affected learning outcomes at the school and to reanalyse to what actions and to whom positive changes could be attributed. This thesis reflects and identifies, in light of the literature, strategies which were effective in enhancing student learning outcomes. The focus of this thesis was the Doongal State School*, its students, staff and facilities. The author will attempt to draw out theoretical frameworks in terms of: (1) what changed educationally in Doongal State School, (2) what seemed to be important in the Principal’s role, (3) the processes that took place, and (4) the effect of being non- Indigenous and a female. Overall, the author undertook this critical reflection in order to understand and embrace educational practices that will (a) lessen the gap between the academic outcomes achieved by Indigenous and non-Indigenous students, and (b) enhance life choices for Indigenous children. The findings indicate that principal leadership is critical for success in Indigenous schools and is the centrepiece of the models developed to explain improvement at Doongal State School. School factors, Principal Leadership factors, Change factors and factors relating to being a non-Indigenous female principal, which, when implemented, will lead to improved educational outcomes for Indigenous students, have evolved as a result of this thesis. Principal Leadership factors were found to be the enablers for the effective implementation of the key components for success.

abstract: Research provides increasing support of self-worth, non-physical motives, and body image for predicting physical activity in women. However, no empirical tests of these associations have been conducted. Ecological momentary assessment (EMA) has been recognized as useful for understanding correlates of physical activity. This study tested the feasibility of a novel EMA protocol and explored temporal relationships between daily self-worth and physical activity in middle-aged women. Women aged 35-64 years (N=63; M age=49.2±8.2 years) received text message prompts to an Internet-based mobile survey three times daily for 28 days. The survey assessed momentary activity, self-worth (knowledge, emotional, social, physical, general), and self-efficacy. Women concurrently wore an accelerometer on their non-dominant wrist. Feasibility was assessed via accelerometer wear-time estimates, survey completion rates, and participant feedback. Multilevel models examined the predictive influence of self-worth on daily activity counts. Self-efficacy was also tested due to known relationships with self-worth and physical activity in women. Wear time was high (952.92 ± 100.99 min per day), with only 141 observations lost to non-wear. However, 449 were lost to accelerometer malfunction. Women completed 80.8% of surveys. After excluding missing physical activity data, 67.5% of observations (N=3573) were analyzed. Although women thought the survey was easy to complete, perceptions of the accelerometer were mixed. Approximately 34% of the variance in daily counts was within individuals (ICC=0.66). Average self-efficacy (&#946;=0.005, p=0.009), daily fluctuations in self-efficacy (&#946;=0.001, p<0.001), and daily fluctuations in general self-worth (&#946;=0.04, p=0.003) predicted daily activity. There were significant individual differences in relationships between daily fluctuations in emotional (&#946;=0.006, p=0.02) and general self-worth (&#946;=0.005, p=0.02) and daily activity. The use of text message prompts and an Internet-based mobile survey was feasible for conducting EMA in middle-aged women. Research identifying optimal methods of behavior monitoring in longitudinal studies is needed. Results provide support for small but significant associations among daily fluctuations in self-efficacy and general self-worth and daily activity in middle-aged women. The impact of emotional self-worth may differ across women. Further research examining the transient natures of self-efficacy and general self-worth, improving self-worth scales, and testing momentary strategies to increase women's self-worth and physical activity is warranted. / Dissertation/Thesis / Doctoral Dissertation Exercise and Wellness 2014

Previous research has demonstrated the effect of family cohesion on adolescent outcomes. However, little attention has been given to the effect of adolescence on the family environment. Family systems theory suggests that as adolescents develop, their development will impact the family environment. The current study examined the impact of adolescent development on family cohesion. Specifically, 4 years of data from the Mobile Youth Survey, a study of adolescents living in low-income neighborhoods in Mobile, Alabama, were analyzed. Survey participants were between the ages 13 and 16 and 97 % of them were Black American. Adolescent development was measured using three dimensions—identity style, self-worth, and hopelessness. Family cohesion was measured along two dimensions: maternal and paternal warmth. Adolescent gender was used as a covariate. The longitudinal models revealed that parents responded differently to identity styles and to levels of self-worth depending upon the adolescent’s gender. Our study provides evidence that family cohesion, a key predictor of adolescent behaviors, changes in response to adolescent development.

Previous literature has shown that childhood trauma and adverse experiences are related to a wide range of negative outcomes that can span into adulthood (e.g., low self-worth, poor physical health, and increased likelihood of co-morbid psychological symptoms). However, a gap remains in the existing literature regarding early interventions that may target complicated outcomes (i.e., self-esteem and self-worth) while the survivor is still in childhood. This paper attempts to elucidate the impact that traumatic childhood experiences may have on self-worth, and the importance of implementing targeted intervention before the child reaches adulthood. Therefore, an extensive review was first conducted to gain further insight in regards to how specific variables, namely locus of control and health-related quality of life, may predict childhood development of self-worth. The present study then explored the influence of each factor on a child and adolescent community sample that experienced various types of trauma 61 children and adolescents who were survivors of varying types of trauma were recruited from a local mental health clinic (M=11.89; SD=2.49; 31 males, 30 females). Measures pertaining to locus of control, health-related quality of life, and self- worth were administered at their therapeutic baseline by a randomly assigned therapist. A measure of resiliency was also administered as a secondary exploratory analysis. Results highlighted pediatric quality of life and trauma type as meaningful predictors of self-worth outcomes. Additionally, resiliency as a construct with a significant correlational relationship with self-worth. All findings were interpreted for purposes of intervention, and treatment proposals were delineated.

Unhealthy sexual behavior continues to increase among the college student population despite education regarding its risks and consequences. Counselors are continually being faced with consumers reeling from such consequences. Because prior research has indicated statistically significant relationships between attachment style and sexual behavior, self-worth and sexual behavior, and peer norms and sexual behavior, this study examined the explanatory and predictive value of each of these variables when analyzed simultaneously. Specifically, the age at first intercourse, number of sexual intercourse partners, number of oral sex partners, frequency of cheating behaviors, and number of one-night stands were assessed across 855 students attending a medium sized university located in the southeastern part of the United States Packets were administered to each participating student containing an informed consent letter, a questionnaire regarding peer group (Ratliff-Crain, Donald, & Dalton, 1999), a demographics questionnaire, a questionnaire regarding sexual behavior, drawn from the National Health and Social Life Survey (NHSLS) (Laumann, Gagnon, Michael, & Michaels, 2000), The Relationship Questionnaire (Bartholomew & Horowitz, 1991), and The Contingencies of Self-Worth Scale (Crocker, Luhtanen, Cooper, & Bouvrette, 2003). Resulting data were analyzed using Multiple Regression and Logistic Regression analyses. Findings show that while self-worth domains of academics and approval are not significantly related to sexual behavior, it would appear that the sexually risky individual is likely to perceive his/her peers as sexually risky, to lack self-worth based on virtue, to instead have self-worth based on competition, and to endorse a dismissing attachment style. Further, demographic factors were also included in the analyses including participant age, race, gender, church attendance, religious affiliation, relationship status, and parents? marital status. Of these variables used as controls, race seemed to have the strongest influence on sexual behavior, with participants who were black showing the riskiest sexual behaviors.

The present study examined the role of religious coping efforts of children and adolescents, ages 8 to 18, following residential fire. Two types of children's religious coping, spiritually based coping and religious discontent, were examined in response to loss of resources in residential fires. The study further examined the influence and potential moderating effects of internal resources including global self-worth, as well as external resources including social support received from parents, teachers, and friends, and the family religious environment. Consistent with the general coping literature, these resources were expected to beneficially influence and predict spiritually based coping. Contrarily, the lack of these resources was expected to predict religious discontent. Children and adolescents' post-traumatic stress disorder (PTSD) symptoms were also assessed and compared to their coping responses. Religious discontent was found to be positively associated with greater levels of loss, PTSD symptoms and negatively associated with global self-worth and low socio-economic status. It was also significantly predicted by loss and an interaction between loss and social support, where higher social support predicted lower levels of religious discontent under high levels of loss. Post hoc analyses revealed peer social support to interact significantly with loss to buffer religious discontent. Spiritually based coping was found to be significantly predicted by loss, race, age, and family religious environment, where African Americans, and children reported greater spiritually based coping than European Americans, and adolescents. Lastly, loss was significantly and negatively associated with global self-worth and positively associated with PTSD symptoms. / Master of Science