Thesis (M.A.)--University of Delaware, 2006. / Principal faculty advisor: Peter Rees, Dept. of Geography. Includes bibliographical references.

Appearance-related self worth occupies a central role in the self-structure of many individuals. While many social psychological theories may be employed to understand the role of appearance in individuals' self-structures, thus far developmental theories have not been widely used to understand how these structures come to be and how they change throughout development. The current project integrates social and developmental theories of self to understand the role that important domains may play in the development of self-structure. Participants between the ages of 9 and 21 completed a set of questionnaires assessing various self-concept and self-esteem related variables to address these questions, allowing a cross-sectional view of the development of self-structure. In addition, multiple regression analyses were used to address several research questions, and five clear patterns emerged. First, connections between domains of self increase developmentally, a finding which replicates and adds depth to previous self research. Second, discrepancies between how individuals see themselves and how they would ideally like to be are positively related to how connected that domain is within the self-structure. Third, malleability of self worth is negatively related to domain connectedness such that higher levels of connectedness are associated with decreased malleability of self feelings in response to challenges to self-esteem. Fourth, domain importance does not play a strong role in the development of self-structure. Connectedness of domains increases developmentally regardless of individual beliefs about domains. Finally, development of self-structure differs according to the universality of the self domain that is being considered. Universally important cultural areas, such as appearance, show markedly different developmental associations than do domains that are not as universally stressed. Implications of these findings for prevention programs aimed at decreasing centrality of appearance and future directions for research are discussed. / Dissertation

Thesis (Ed. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 243-254). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 243-254). Also available on the Internet.

This diploma work analyzes two different approaches to "fight" poverty -- foreign development aid and self-help in communities. First part is concerned with international poverty and its dimensions. Second part concerns with ideas, background theories, goals and adverse effects of foreign aid. As an alternative to foreign aid, self-help in communities is analyzed in next part, with its advantages and shortcomings. The two approaches to development are tested on Kenya's example. Major task of this work is to compare the two concepts and try to decide which one conducts better in development. Outcome of this work suggests that foreign development aid fails to fulfill its goals and has many adverse effects on a recipient country (including Kenya). On the other hand, self-help has usually direct impact on conditions in which poor people are living, therefore is more effective in figthting poverty.

No description available.

The work focuses on qualitative research of possibilities and limits of the use of picture cards symbols (including Tarot) that would serve the clients in coaching and therapy as a projective technique leading to their deeper self-knowledge and personal development. Respondents told their life story based on picture cards. We show here under what conditions this projective technique brought them new information and inspiration for their self- development, in what forms the method can be applied and what methodical procedures are most effective. The simple clients' description of the selected images did not bring them much substantially new. It began to be more inspirational for them when a consultant added targeted questions, his reflections and hypothetical interpretations, or even explained standard meanings of symbols. Then this technique started to speak to clients more and brought them new impulses. Even more inspiring for them it became, once an element of chance was incorporated - when they pulled out some cards at random. The thesis finally formulates detailed recommended general methodology for projective technique application for personal growth and discusses possibilities and limits of the use of projective methods in coaching, therapy and personal development seminars.

The aim of this thesis is to elaborata a strategic plan of development for the town of Lomnice nad Lužnicí. The work begins with a literature review, which contains a list of findings related to strategic planning including strategy, a set of regional development strategy documents, funding sources and more. To obtain the information needed to draw up a strategic plan a method of documentary inquiry, survey and structured interview were used. In the analytical part of the documentary survey, it was found that in the area of regional development, the higher territorial units have detailed current strategic development documents. The primary points of development listed in these documents are consistent with each other. The practical part of this work is made up by a detailed outline of a strategic plan for the development of the Lomnice nad Lužnicí. This outline includes characteristics of Lomnice nad Lužnicí, SWOT analysis, proposed priority areas of development and also includes measures for individual priority areas and development activities.

This thesis is an exploration of the construct of mentoring and its transformative power in the development of the self. The concept of Athenic mentoring is offered and framed, in Jungian (Jung 1958;1996;2002) terms as an archetypical encounter between two people that can facilitate a significant transformative shift (metanoia) in the development of the personal and professional self. These shifts are initially at the level of 'being' but influence the more visible dimensions of 'doing' and 'knowing'. 'Doing' and 'knowing' can be articulated in terms of practice knowledge and skills (Schön 1987a). 'Being' is framed in both Jungian (Jung 1958;1996;2002) and Rogerian (Rogers 1973;1996) terms as engagement of the authentic, grounded and integrated self, in ways that may be largely and initially unconscious, but that can be taken up in conscious awareness and are ultimately reflected in overt, observable behaviours. Cunningham's (1988) framework of holistic interactive research was chosen as a method that allowed the researcher to draw on, as well as to reflect upon, his own experience in order to generate data. Written narrative and oral story-telling (Reason & Hawkins 1988) have been fundamental to the creation and analysis of data. Indeed, the process of writing has been an important source of self-understanding, revelation and integration for the author. The power of archetypal story-telling - most obvious in the ancient stories of human challenge, development and triumph, such as that of Athena(Mentor), in the Greek tradition - is acknowledged and explored from this perspective. In this respect the researcher has followed Megginson's (2000) advice that research into mentoring deserves and demands 'vivid stories'. The research approach also reflects Strauss and Corbin's (1990) suggestion that by staying close to the data ('grounding' theory in the data) before a deep immersion in the literature, the researcher will be more open to the insights that the data might reveal. The starting point for the research was the researcher's observation that, in the context of being a 'hired mentor' in an organisational setting, 'turning points' occurred that could be characterised as significant, transformational shifts in the energy and perspective of the person being mentored. While these shifts were reflected in important changes in work, choices and outward behaviour and practice, it was not obvious when or how the shifts had occurred. The initial research questions were framed as: what does the mentor do that leads to this turning point? and, can this be identified so that mentors can improve their chance of achieving it in practice? Later, the research journey itself led to a broader and richer framing of the research questions as a deeper exploration of the level at which transformative development of the self plays out and the implications of that for mentoring itself. The initial research question eventually was reframed as: How does the mentor need to be? Major sources of data were stories of ten people who have been in mentoring relationships (either as mentor, mentee, or both). The researcher's own experience was also a significant source of the data. In its presentation, the thesis attempts to 'track' and make transparent the ways in which listening to and writing down the stories of others, the researcher's own stories, engaging with the literature and writing reflective notes iterated with the construction of this particular conceptualisation of mentoring in 'Athenic' terms. Both contemporary Western literature (the majority of it American) and translations of Homer's (1980; 1998) accounts of Athena as mentor were used initially to explore the nature of mentoring. Later, the Jungian (Jung 1958;1992;1996;2002) and post-Jungian (Hillman 1975;1996) literature on the notion of the archetypes; Buber's (1996) conception of relationship as 'I-Thou'; and Rogers' (1996) evocation of 'becoming a person' all helped to describe more richly the dynamics of Athenic mentoring - both in terms of the nature of transformative personal change and the dynamics of the relationship that facilitates it. A major outcome of this research is the differentiation of Athenic mentoring (which facilitates the transformation of a person's 'being') from mentoring that helps to develop what a person 'knows' or 'does'. This differentiation will hopefully contribute to our understanding of the mentoring process, but at the most pragmatic level, will make it easier to navigate the complex and poorly 'mapped' contemporary literature. It is concluded that Athenic mentoring might not be, fully or even partly, recognised until well after it occurs, and that because it involves the pyschodynamic and largely unconscious interplay of one person's dominant archetypes with those of another, it is not something that can be easily orchestrated or arranged. This challenges contemporary notions (Burke & McKeen 1989; Murray & Owen 1991; Cunningham 1993; Hay 1995) that mentoring can be packaged, 'commodified' and paid for in a similar way to coaching and counselling. As a stimulus for further work, it is suggested that the role of mentor can be understood as completing or starting aspects of the development of self that have not been initiated or concluded in the parenting relationship; and the possibility for being a mentor or a mentee continues throughout life, or for at least as long as there remains the possibility that a 'Dream' (Levinson, Darrow, Klein, Levinson & McKee 1978; Levinson & Levinson 1996) can be fulfilled.

Theoretical and empirical thesis "Teacher and his role in the process of pupil's self- conception forming" aims to explore the theme of self-conception from the perspective of those involved in the educational process. Primarily in terms of personal and social development, whose major component is the development of self-conception of pupil. The thesis explores the possibilities and limits of teaching experience and tries to find some starting points and recommendations that can help teachers better manage claims that contemporary society places on education of children. It also seeks to give teachers a tool that would simply and effectively determine the level of their work on self-development of their pupils.