This exploratory study sought to understand the current lived experiences of shelter workers in the Province of Manitoba. Using Concept Mapping as the methodology, a map of their experiences was constructed. Four themes emerged: 1) Shelter worker's beliefs assist in navigating the territories; 2) Insufficient funding of shelters impacts shelter workers' personal and professional life; 3) Organizational culture and values present a vast array of challenges to shelter workers and lastly 4) External agencies and societal responses to domestic violence/women play a role in how shelter workers see themselves. Pattern matching revealed that previous counselling experience rather than age, length of employment and childhood history of trauma had the lowest level of agreement among participants. Findings also suggest that workers with a history of childhood trauma may be more aware of safety issues than workers without a trauma history. recommendations call for more research on shelter workers in Northern Manitoba as well as boards and management of shelters in all parts of the province. Safety issues of workers, organizational values and beliefs of shelters, worker's coping strategies, positive aspects of the profession, and the relationship between worker and client were other areas for future research

<p>This thesis explores relational aggression within the context of the female gender. Relational aggression is addressed from an evolutionary, depth psychological, and research-oriented perspective. The question asked in this thesis is: Why do women participate in relational aggression against other women? This thesis uses hermeneutic and heuristic methodologies to excavate the feminine shadow. The author explores why women relationally aggress and examines the place of relational aggression within Western patriarchal society. Support for this work includes current research on relational aggression, exploration of objectification of the female gender, evolutionary theories, the depth psychological perspective, and personal thoughts. </p>

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<p> The primary objective of this thesis project is to investigate Woolf's narrative construction of consciousness and its enactment of resistance against the clinical model of cognitive normativity, using <i>Mrs. Dalloway. </i> This objective is part of an effort to identify the ways in which Woolf's writing can be used, foundationally, to challenge the contemporary language of clinical diagnosis, as it functions to maintain power imbalances and serves as a mechanism of the rigid policing of normativity. It is also intended to support the suggestion that Woolf's novels and essays make a valuable contribution, when advanced by theory&mdash;including disability theory, to scientific conversations on the mind. One major benefit is that doing so encourages border-crossing between disciplines and views. More specifically, this project examines the ways in which <i>Mrs. Dalloway</i> resists the compulsory practice of categorizing and dividing the mind. The novel, I assert, supports an alternative narrative treatment, not of the mind but, of the normative social forces that police it. It allows and encourages readers to reframe stigmatizing, divisive, and power-based categories of cognitive difference and to resist the scientific tendency to dismiss pertinent philosophical and theoretical treatments of consciousness that are viable in literature. The critical portion of the project is concerned with the way in which <i> Mrs. Dalloway</i> addresses consciousness and challenges medical authority. Its implications urge the formation of an investigative alliance between Woolf's work and psychology that will undermine the power differential, call attention to and dismantle the stigma of "mental illness," and propel clinical treatment into new diagnostic practices.</p>

<p> For the last twenty years, literature has demonstrated that women have attained jobs as faculty members within academic medicine at a steady rate. Yet, women faculty members have been consistently underrepresented in traditional senior-level positions in academic administration. Their underrepresentation is attributed to career decisions. The main purpose of this study was to examine the experiences of ELAM participants who pursued non-traditional career commitments. The problem of practice addressed the impact of career choices of women faculty in academic medicine, an understudied topic. Toward filling this void in the literature, this study utilized a constructivist methodological framework that is shaped, in part, by the Feminist Standpoint Theory, thereby, allowing the researcher to draw on pre-transcribed interview data that provide insight into ELAM participants' decisions to pursue non-traditional leadership commitments. For the purposes of this study, Traditional Leadership Commitments are defined as positions on the traditional career ladder, including faculty member positions, president, vice president, and provost. Non-traditional Commitments are defined as Director of Residency, Deputy Dean of Education, and Associate Director Echocardiography Lab. </p><p> The main question generated four operational research questions that, in turn, yield four findings that facilitate an understanding of the experiences and decisions that influenced women faculty choices to pursue non-traditional leadership positions. Finding One indicated that there are no 'dedicated leadership pipelines' for women seeking to advance to senior-level positions, and the 'leadership pipeline model' has failed to provide women with viable professional strategies for advancement. Finding Two demonstrated that the misalignment between institutional policies and work-life integration impedes women's advancement to senior-leadership positions. Finding Three showed that Non-traditional careers are viable and sustainable interventions for women seeking advancement to senior level positions in academic medicine. </p><p> Finding Four revealed that ELAM is a valuable intervention that enables its participants to become self-determined and self-directed agents in the creation of their non-traditional commitments as alternative 'career choices' to traditional senior-level leadership positions. By examining the experiences of ELAM participants who pursued non-traditional leadership commitments within academic medicine, this study made a scholarly contribution to the larger body of literature regarding women faculty career choices.</p>

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