The overall aim of this grounded theory multiple-case study was to better understand how K-12 independent schools (“schools”) in the United States cultivate a connection between children and adolescents (“students”) and the natural world (“environment”) by exploring the interplay between this connection and (a) the school community (“community connectedness”) and (b) personal sense/belief about spirituality. The aim was guided by key research questions, which include: (Q1) How do schools in the United States cultivate a connection between students and the natural environment? (Q2) Why do schools cultivate a connection between students and the natural environment? (Q3) What is the interplay between the natural environment and the school community? And (Q4) What is the interplay between the natural environment and personal sense/belief about spirituality? This study utilized a grounded theory multiple-case study approach to conduct a secondary analysis on data previously collected as part of a parent study. Representative data from 4 of the 20 schools (Cedar Highlands, Mapleton, Tabiona, and Rocky Ridge) in the parent study were analyzed for the purposes of this grounded theory multiple-case study. Data were collected by conducting 1- to 2-day site visits to each school. Data collection methods included: (a) face-to-face individual interviews and group discussions with key school personnel (including teachers, faculty, staff, and parents); (b) general observations (including, but not limited to, classes, student groups/activities, faculty meetings, campus life, school culture, and extracurricular activities); (c) desk review of reports and documents (including organizational documents, such as strategic reports, and public documents, such as blogs and articles); and (d) audiovisual materials primarily in the form of photographs. For the current study, an inductive analytic strategy was utilized to identify emergent concepts from the previously coded data. Within the inductive framework of the current study, cross-case synthesis, with a case-based approach, was utilized to compare within-case patterns across the four individual cases and to address the research questions. Emergent themes and results from cross-case synthesis were utilized to develop an initial working theory of environmental education that is spiritually formative as a component of overall healthy development.

D.Litt. et Phil. (Psychology) / Research shows a consistent increase in substance abuse. Research further states that recovery is a long-term process and that relapse rates are high. Substance abuse has a devastating effect on all dimensions of an abuser's life. Substance abuse research primarily focuses on primary care intervention. This study focuses on secondary phase treatment because of the long-term nature of the disease. Research indicates that a holistic integrated treatment, using a bio-psychosocial spiritual approach, may yield the best treatment outcome. Many treatment models acknowledge the spiritual aspect of substance abuse, but overlook the value of focusing on the spiritual aspect to effect holistic improvement. This study proposes that such a focus, when part of an integrated treatment model, may augment treatment outcome. The researcher set out to develop and evaluate an integrated Christian psychological secondary phase treatment model for substance abusers. The theoretical framework of this study integrates aspects of contemporary models, existing models and a Christian treatment model. Integrative psychotherapy produces treatment models that are more complete and result in more effective treatment. Five treatment components were systematically integrated to form a meta model. These components comprised: contemporary psychological models, professionally developed models, a Christian model, the psychology of religion and Christian psychology. The Christian belief of the study participants was included as the fifth component. This resulted in the development of a Christian-based psychological model that was applied and evaluated for its potential to promote recovery, prevent relapse and maintain abstinence. The developed model consisted of three phases: assessment, intervention and evaluation...

The aim of the current investigation is the development and validation of an Interbeing Identity Scale (IIS)—used to measure the integration of an individual’s fundamental sense of identity with all other beings, nature, and the cosmos. The study further investigates the association between scores on the IIS and 1) profiles of consciousness exploration practices and 2) psychological outcomes (mental health, positive psychology and relational ethics). Interbeing is a term coined by Thich Nhat Hanh which describes all beings as unique and yet one. Interbeing identity refers to a sense of personhood rooted in beliefs, experiences, and behaviors aligned with an awareness of interbeing. The IIS was constructed to measure interbeing identity as reflected in an individual’s sense of non-dual relationship to nature, the universe, and other beings. The scale was developed as a concise metric, amenable to administration in applied contexts. Scale items were generated and refined with input from monks of Thich Nhat Hanh’s Blue Cliff monastery, and from researchers and clinicians. Content validity, internal structure, and reliability were assessed via expert surveys, content validity analysis, cognitive interviewing, convergent validity analysis, exploratory factor analysis, and confirmatory factor analysis. The data indicates that: 1) the IIS is a valid and reliable measure of interbeing identity and 2) may be useful to assess identity transformation occasioned by spiritual, consciousness based, and/or clinical intervention.