Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 93-104). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 93-104). Also available on the Internet.

Thesis (M.Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 125-142). Also available in print.

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2010. / Directed by Diane Gill; submitted to the Dept. of Kinesiology. Title from PDF t.p. (viewed Jul. 14, 2010). Includes bibliographical references (p. 135-152).

Thesis (M.A.)--University of Missouri-Columbia, 2004. / Typescript. Includes bibliographical references (leaves 38-42). Also available on the Internet.

Thesis (Ed.D.)--Duquesne University, 2009. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 124-138) and index.

Thesis (Ph. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 19, 2007) Vita. Includes bibliographical references.

The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on November 16, 2009). Thesis advisor: Dr. David R. Vaught. Includes bibliographical references.

M.Ed.

D.Litt et Phil. / The present study employed an existential phenomenological research method in order to explore the experience of violence in adolescent girls. Five young women between the ages of 13 and 18 years, and from different ethnic groups and cultures participated in the study that was conducted in the area of Johannesburg, Gauteng. Participation was on a voluntary basis and followed a presentation on the issue of violence by the researcher to learners at various schools within the environs of Johannesburg. Only girls whose parents or caregivers gave consent were included in the study. A central research question was formulated and put as follows to each participant in a recorded interview: Tell me in as much detail and as honestly as possible about experiences of violence that have been most meaningful to you. Van Kaam’s (1969) method of analysing phenomenological data, which was employed for the study, revealed that violence took place predominantly in an interpersonal context, mainly within the confines of the home. It occurred mostly at the hands of persons known to the young women and the prime aggressors were male. Various forms of violence were experienced, including sexual violations and verbal, physical and emotional abuse. Exposure to domestic violence was a common experience. A number of themes were identified and explored from within the framework of a phenomenological approach that focused on the life-worlds of participants. Central themes included feelings of powerlessness, isolation, loss of life purpose and direction, and a sense of meaninglessness. Without exception all the participants had considered, or attempted, suicide as a result of their experiences. A life-span perspective directed attention towards the cultural and historical influences that underlie the violent experiences of adolescent girls. Feminist theory was utilised to further explore these influences and to examine the social construction of gendered power and violence in South Africa. The biological, psychological and social changes that characterise the adolescent stage of development were also considered. Participants’ descriptions of their experiences suggested that violence prevented them from satisfying relational needs and that this had consequences for the development of an identity. In particular, self-esteem was adversely affected and participants were unable to envisage a future role for themselves. Disturbances in peer relationships that are central to the development of adolescent girls, limited opportunities to benefit from more positive experiences in a social context. Heterosexual interactions were also negatively affected. The abstract thinking abilities that emerge in adolescence were discussed in the context of existential concerns and conflicts. The study indicated that when participants could become active in the design of their life, their actions were experienced as meaningful and restorative. This suggested the usefulness of an existential approach that emphasises the necessity of choice, an awareness of the possibilities of life, and an acceptance of the responsibility for bringing about change within the limitations of a person’s existence. The study recommends that this approach could be utilised in a group context where participants would also be given an opportunity to express themselves, to be heard and to experience a sense of community in interaction with their peers. It is suggested that in a school setting, the group could provide an accessible and affordable means of support, particularly in disadvantaged communities. Peer counselling is also advocated as a way of responding to the needs of young women who have had negative life experiences. Further research was encouraged in order to obtain a better appreciation of the ways in which adolescent girls understand their life-worlds and to explore what they deem to be of significance in those worlds. This would provide a basis for the structuring of interventions to assist young women in meeting the challenges that confront them in adolescence.