The purpose of this study was to contribute an experiential understanding of everyday "music listening experiences through a text that also conveyed a pathic way of knowing. I studied the phenomenon of music listening in the particular context of women living with chronic illness (i.e., a physical condition that is managed rather than cured), and in keeping with van Manen's (1990, 2000) applied hermeneutic-phenomenological approach. Van Manen's approach to phenomenological inquiry emphasizes implementation of the reductio (the reduction), attention to the vocatio (the vocative dimension), and the use of empirical and reflective methods to generate and analyze data. The question that guided this study was: What is the lived experience and lived meaning of music listening for women living with chronic illness? Six women were interviewed in multiple conversations about their music listening experiences. All lived with chronic illness, and identified music listening as important in their lives. Following an initial analysis based on multiple readings from holistic, selective, and detailed perspectives, I used a guided existential reflection based on lived body, lived time, lived space, and lived relation to further understand, organize, and reveal the many ways in which the women listened to music. Writing and rewriting in a reflective and dialogical manner were grounding elements of analysis. Findings contribute in several ways. Most broadly, the final text was constructed to communicate an understanding that is embodied and discursive (i.e., knowledge as participation), and that leads to personal formative knowledge (i.e., knowledge as being). As a phenomenology of music listening, results suggested that to listen to music is to be in the company of music; that is, to be with a longtime companion who ultimately aids in accommodating the unanticipated arrival of chronic illness. Implications include future research to further investigate the complex, relational dynamics associated with music listening experiences, as well as the possibility of the body as a source of knowledge (i.e., mind-body), acting as a musical compass in music listening experiences. Implications for counselling practice are also described. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

A pulmonary rehabilitation program is developed. / Master of Science

No description available.

This study used a parenting stress and coping model to identify predictors of symptomatology for 13 8 mothers of medically compromised children. This model proposed that: child characteristics (severity of the chronic illness and child related parenting stressors); parent characteristics (self-esteem, sense of competence, and parents' perceived stress/distress); and environmental characteristics (social support, general life stressor events, and demographic variables) contribute to psychological symptomatology for these mothers. Multiple regression analysis found a relationship between general life stressor events, severity of the children's chronic conditions, lower satisfaction with social support, lower self-esteem, and younger mothers' ages and greater symptomatology. Trends toward significance were found for more parenting stress and lower parenting sense of competence predicting greater symptomatology. Predicted relationships between family socioeconomic status and parenting daily hassles and symptomatology were not supported.

Thesis (Ph. D.)--University of Sydney, 2004. / Title from title screen (viewed 5 May 2008). Includes questionnaires, interview guides, consent form, participant information sheet. Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Dept. of Clinical Nursing, Faculty of Nursing. Includes bibliographical references. Also available in print form.

Thesis (Ed.D.)--University of Western Sydney, 2008. / A thesis submitted to the University of Western Sydney, College of Arts, School of Education, in fulfilment of the requirements for the degree of Doctor of Education. Includes bibliography.

Thesis (Ph. D.)--University of Hawaii at Manoa, 2003. / Includes bibliographical references (leaves 87-92).

Thesis (M.S.)--University of Michigan, 1990.

Thesis (Ph.D. (Environmental Science)) - Rhodes University, 2009.

Thesis (M.S.)--University of Michigan, 1990.