Many individuals across the world own dogs for a variety of reasons. For some individuals, dogs can be viewed as providing the most important relationship in their lives. Others may own dogs for protection, companionship, and even health benefits. Some families across the world view their dogs as family members and a vital aspect of the family unit. This study explored the perceived bond between a human and a dog and how this bond influenced the human‟s psychological well-being. Although studies have been conducted on the human-companionate dog bond, empirical research on the perceptions of the bond between a dog and a human and the influence it has on an individual‟s psychological well-being, falls short. Studies on the human-companionate bond have been on the rise internationally, yet studies in this field in the South African context are scarce. This study contributes to psychology‟s broad body of knowledge regarding the human-companionate dog bond and identifies the important influences the bond has on human psychological well-being. The researcher utilized a qualitative research approach. A non-probability purposive sample was employed and semi-structured interviews were conducted with seven participants. Two participants were male and five were female. All participants had developed a bond with their dog and were able to speak English fluently. Interviews were conducted until data saturation was reached. Results demonstrate that having a human-companionate dog bond can enhance an individual's psychological well-being. Themes identified demonstrate that a human-companionate dog bond can enhance physical health, relational well-being, and mental health. This bond also fulfils specific individual needs which enhance psychological well-being. Limitations of the study and recommendations for further research are identified.

Project (D. Min.)--Trinity Evangelical Divinity School, 1991. / Abstract. Includes bibliographical references (leaves 159-164).

This study examined the talent development of five Davidson Fellowship science winners using the Differentiated Model of Giftedness and Talent. The Davidson Fellowship program recognizes students under the age of 18 who have completed a significant piece of original work in one of six fields: science, technology, mathematics, music, literature, or philosophy. Parents of four of the Fellows also participated in the multiple-case study, which used semi-structured phone interviews to gather data. The cross-case analysis of this multiple-case study revealed that the Fellows traveled multiple pathways to success. Each Fellow and his family took advantage of different educational options, formal and informal. No consistent educational programming existed across participants from different schools in different areas of the country, except AP® courses and science fairs. The Fellows encountered a number of different negative catalysts in the environment, including a lack of challenge in the public schools, inconsistent treatment by teachers and administrators, variable availability of challenging school and extracurricular opportunities, difficulties with peers, and challenging logistical arrangements necessary for participation in extracurricular opportunities. The strength of these negative catalysts was offset by a number of protective factors, or positive catalysts. The positive catalysts were both strong and numerous in each of the Fellows. Each Fellow presented evidence of very high ability. They were healthy. They were raised in supportive learning environments that encouraged taking risks, striving for excellence, and improvement over earning good grades. They had multiple supportive adults in their lives: parents, teachers, and mentors who created a layered support system. When one adult was not available, there were others on whom the student could depend in a crisis. The parent relationship was particularly strong. Each Fellow reported, and each of the parents confirmed, a uniquely supportive relationship with their parents marked by mutual respect and admiration. Each Fellow presented strong motivation for his work. Each displayed a candid awareness of his own strengths and weaknesses, and a willingness to confront and apply himself to remedy weaknesses. They all presented compelling evidence of a tenacious perseverance. Stronger than the negative catalysts, these positive catalysts worked in concert to protect the individual against failure or resignation.

Thesis (Ph. D.)--Ohio State University, 2003. / Title from first page of PDF file. Document formatted into pages; contains xiii, 280 p.; also includes graphics. Includes abstract and vita. Advisor: Robert F. Rodgers, Dept. of Educational Policy and Leadership. Includes bibliographical references (p. 256-267).

Project (D. Min.)--Trinity International University, 2000. / Abstract. Includes bibliographical references (leaves 208-268).

Thesis (D. Min.)--Harding University Graduate School of Religion, 2000. / Abstract. Includes bibliographical references (leaves 165-169).

Thesis (D. Ed. Min.)--Southwestern Baptist Theological Seminary, 2007. / Includes bibliographical references (leaves 264-273).

Thesis (D. Min.)--Erskine Theological Seminary, 2002. / Abstract. Includes bibliographical references (leaves 80-83).

Thesis (D. Min.)--Ashland Theological Seminary, 2002. / Abstract. Includes bibliographical references (leaves 188-193).

Applied research project (D. Min.)--School of Theology and Missions, Oral Roberts University, 2006. / Includes abstract and vita. Includes bibliographical references (leaves 319-327).