In this thesis I develop a new, wider and richer understanding of wellbeing, through developing a process of reflective practice, with healthcare professionals within their challenging work culture. As a healthcare chaplain, having witnessed poor staff morale, I conducted a critical examination of NHS wellbeing reports and strategies, which revealed an understanding of staff wellbeing that ironically follows simply a health model. Challenging this, I argue for a broader interpretation of wellbeing that, in addition to focusing on health, is more holistic, relational and contextual. I develop reflective practice to nurture this, the use of which extends in healthcare beyond education and professional development. In my action research, knowledge was generated through ethnographic participation and observation, over a year, reflecting as chaplain with eight teams of healthcare professionals. This used my simple and memorable HELP Wellbeing Reflection Cycle (building on Kolb's (1984) model of experiential learning) that combines reflection on work and personal development. My project also responds to Rolfe's call (2014) for greater use in healthcare of Schön's (1980) "reflection-in-action". Building on these works, I develop reflection for healthcare professionals to nurture their wellbeing. My encouragement of the participants to self-facilitate their own reflective groups, when familiar with this method of reflection, is also a contribution to reflective practice, healthcare and the chaplain's role. Thematic data analysis emerged from the reflexive field notes of our shared experience as co-reflective practitioners. The themes include healthcare professionals making the human connection between themselves and with their patients. They also value the space to reflect together, realising their desire for team support and a shared goal, as well as job satisfaction in this demanding culture. These themes, I argue, are consistent with the broader definitions of wellbeing, giving them the opportunity to be both a healthcare professional and human. Further data analysis also reveals consistency with wider wellbeing interpretations (including personal wellbeing measurements and data from the Office for National Statistics (2014, 2015)). I develop the role of chaplain as the healthcare professionals' co-reflector, sharing their reflective space as a pastoral encounter and a source for learning. This combines the images of "empty handed" (Swift, 2009) "welcoming guest" and "mutual hospitality" (Walton, M., 2012). I offer to national healthcare the wider understanding of wellbeing, and the value of creating provision for reflective space to nurture it, in the care of healthcare professionals. This research offers the potential for exciting further developments in a wider constituency both in and beyond healthcare.

This qualitative study considers the way in which the 6-Part-Story-Method (6PSM) process, drawn from the field of Dramatherapy, can be used to explore, interpret and enhance the professional practice of those working in the broad context of education. Evolving from social constructivist/constructionist and relativist perspectives, the study explores the concepts of reflection, critical reflection and reflexivity as socially constructed acts. This was a longitudinal study consisting of two stages; Stage 1 involved a number of practical sessions exploring the 6PSM model with Image Theatre techniques over the period of a year. Stage 2 involved an evaluative session a year after the cessation of Stage 1. There were four participants in the study all of whom work within the broad education sector. The place of story creation, telling, listening and sharing is discussed as a core way of individuals and groups making sense of their experiences. In particular, the 6PSM process is used to provide a structural and theoretical base to the methodological process undertaken in the study, and as the key component in the development of embodied reflexive practice. Furthermore, connections are made to the development of embodied, reflexive learning experiences created by techniques adapted from the theory and practice of both Image Theatre and Dramatherapy. Results from the study suggest that the use of the 6PSM as a vehicle for embodied and reflexive learning may be a viable and valuable creative process for educational practitioners to engage with. Further, the results have led to the connection of story, reflexivity and applied theatre to produce a 3-dimensional model of embodied and reflexive practice that has 6PSM at its core. Implications from the research relate to organisational policy changes to incorporate opportunities for the development of 6PSM processes within groups, and changes to initial training for practitioners within the caring professions to incorporate the model of embodied, reflexive practice using 6PSM.

The purpose of this quasi-experimental, longitudinal study was to measure the effects of reflective practice coaching on 35 participants, as compared to participants who did not receive coaching. Data was collected over a period of eight weeks. A secondary purpose was to examine the effects of a standardized case conceptualization training lecture on 84 participants. A third purpose was to examine the relationships between counselor trainee demographic variables, their attitudes towards evidence-based practice, disposition towards reflective reasoning, and competence in writing case conceptualizations. This was the first study to contribute to the reflection in counseling literature. A convenience sample of N = 84 participants participated in two standardized case conceptualization training lectures. An intervention group (N = 35) received an additional three one-on-one reflection coaching sessions. The comparison group (N = 49) received the training lectures and no coaching. Participants from both groups attended two 3-hour training lectures, which taught the integrative case conceptualization model developed by Sperry (2010). Intervention group participants took part in three additional one-on-one reflection coaching sessions. Pre- and post-training lecture case conceptualization skills were assessed using the Case Conceptualization Evaluation Form (CCEF) 2.0. Levels of reflective thinking were measured with pre-, post-, and post-post-administrations of The Reflection in Learning Scale (Sobral, 2005). Variance in case conceptualization competence was analyzed using a MANOVA. Intervention group participants’ mean CCEF 2.0 scores were significantly higher than those of the comparison group (M = 72.64 and M = 46.81, respectively). Reflective thinking was determined not to be a mediating or moderating variable. Mean CCEF 2.0 scores from the first training lecture increased from the pre-test to the post-test (M = 11.20 and M = 24.10, respectively) for all participants. Mean case CCEF 2.0 scores also increased from the pre-test to the post-test in the second training lecture (M = 21.33 and M = 52.29, respectively) for all participants. Additionally, a paired sample t-test showed improvement on the Reflection in Learning Scale (Sobral, 2005) between the post-test and post-post test for the intervention group. Results were significant (|t| = 1.91, df 34, p < .001, one-tailed). / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2019. / FAU Electronic Theses and Dissertations Collection

Remotely Sustainable focuses on a specific line of work that could be called 'remote Indigenous architecture'. I define this as architecture for Aboriginal clients who are the traditional owners of their homelands, where these projects are built. This context is critical because the issues I discuss may be relevant to other Indigenous communities in Australia. However, the customs, culture, bureaucracy and conditions mean I must caution anyone in applying any of these ideas to another community without deep consideration of and good consultation with that community. The context also extends to the broader framework of federal and state governance. As architects and citizens it seems there is little we can do to impact on these systems, but if the government and agencies do not make appropriate decisions, there is little chance of improving the outcomes for Aboriginal people. Working in this field as an architect is extremely hard. There are almost insurmountable problems that arise from ineffective government agencies, difficulties in communicating with clients, extreme distances to travel, physical discomfort to be endured and very little in the way of fees to perform these tasks. The difficulties begin at the consultancy stage and continue throughout the project until occupation by the clients. There is great difficulty in ensuring that the builders and tradespeople do their jobs properly and ensuring they return to sites to fix defective work is problematic. The budgets allocated to Indigenous housing projects are often well below that required to produce buildings that satisfy the clients' needs and expectations. Finally, there is little appreciation of the work that architects do in these communities, possibly because in some cases architects do their job badly. This Master of Architecture Project uses case study buildings by iredale pedersen hook architects to reveal some of the difficulties faced when delivering these projects, in order to encourage the development of better solutions in the future.

The purpose of this thesis is to design and fabricate optical waveguide reflectors by the etched vertical mirror surfaces. In order to reflect the incident optical mode of multi-mode interference coupler, we fabricate the etched vertical reflective mirror surface with wet etch and dry etch processes. We used the design of etched vertical mirror surfaces to bend the incident optical mode, and changed the length of multi-mode interference coupler for the power splitting ratio and high power output. In order to reduce bending and transition losses and make the incident optical mode total internal reflection in the etched vertical mirror surfaces, we used ICP-RIE dry etch process to add the depth about 4 &#x00B5;m of the etched vertical mirror surfaces. A 1.52 &#x00B5;m symmetric multiple quantum well InGaAlAs/InGaAs epitaxial wafer is used to fabricate the devices. In the device design, we designed optical waveguide reflectors of one input and two inputs respectively, and utilized them to fabricate Fabry-Perot lasers. We also utilized a reflector of one input and two inputs directly to fabricate a Fabry-Perot laser. In addition, We fabricated a Fabry-Perot laser by two reflectors with 90¢X angle corner, a 1x2 3dB multi-mode interference coupler and a ring resonator. In fabrication process, firstly, we etched the epitaxial wafer the depth of about 1.79&#x00B5;m by multi-step wet etch to form waveguides. In order to reduce bending loss, we made deep etching for the outside of curve waveguides and optical waveguide reflectors. Then, we etched the reflective mirror to the depth of about 4&#x00B5;m by ICP-RIE dry etch process to have a greater variation of refractive index to reflect the optical mode of reflectors. Finally, we used polyimide to flatten the sides of the ridge waveguides and evaporated metal pad over the ridge waveguides to form the signal pad.

Thesis (M.S.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains viii, 86, 82 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 85-86).

This report is concerned with using design to encourage reflective behavioral change through the use of everyday objects. Many designers have studied behavioral change in the context of sustainability and social interaction through information technology in the field of industrial design. While lacking of enough philosophical depth, those designs are mainly adopting symptom-focused approaches, which does not lead to a meaningful experience for users. The goal of the report is to create a reflective experience for behavioral change. My approach is to create a sense of situatedness, which is a holistic experience revolving around a product where designed artifacts recursively derive their meaning and is simultaneously the object of interpretation. This text will illustrate how the strategy of “playful disruption” can be applied to achieve the sense of situatedness in its three different levels: Action, Environment and Nostalgia. If the outcomes are intended to achieve reflective behavioral change, I contest that both playfulness and disruption are necessary; the strategy of “playful disruption” is most effective when applied in a subtle way. While studies of behavior change tend to focus on technology use, this research suggests that behavior change can be initiated in the physical environment through redesign of everyday objects and that subtly disrupt everyday routines. / text

The purpose of this study was to examine how nurses' critical reflective practice, education level, and moral distress related to their work engagement. This is an area of study relevant to nursing, given documented United States Registered Nurse (RN) experiences of job related distress and work dissatisfaction, and the nursing shortage crisis. Nurses are central players in the provision of quality health care. There is need for better understanding of RNs' work engagement and factors that may enhance their work experience. A theoretical framework of critical reflective practice was developed and examined in this study.A non-experimental, descriptive, correlational design was used to examine the relationships among four study variables: critical reflective practice, education level, moral distress, and work engagement. The purposive sample consisted of 28 intensive care unit RNs (ICU-RNs) from three separate ICUs (medical, neonatal, and pediatric) in a 355-bed Southwest magnet-designated hospital. Measures of the key variables were as follows: (1) Critical Reflective Practice Questionnaire (CRPQ) developed for this study; (2) a subscale of Mary C. Corley's Moral Distress Scale; (3) Education level measured as the highest nursing degree earned to practice as a RN; and (4) the Utrecht Work Engagement Scale. All instruments demonstrated adequate reliability and validity.Pearson correlation and multiple regression analyses indicated support for the theoretical framework: There was a negative direct relationship between moral distress and work engagement, a positive direct relationship between critical reflective practice and work engagement, and moral distress and critical reflective practice, together, explained 47% of the variance in work engagement. Additionally, in the NICU, results indicated a positive direct relationship between increased educational level and critical reflective practice. Results also indicated that moral distress was a clinically significant issue for ICU-RNs in this sample.Strategies to promote critical reflective practice and reduce moral distress are recommended. Additionally, the findings support continued study of critical reflective practice and moral distress, and the role of education level, in nurses' work engagement. Research goals include continued study of the theoretical framework in larger study samples and in reference to additional explanatory factors.

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This study explored the experience of engaging in reflective practice through the framework of Levelising. Reflective practice has been of interest to professionals and educators of professionals for many years. However, Levelising is a recently introduced approach. Levelising categorizes the reflective process into four modes. These modes include an awareness of what is occurring (Level I), considering one’s actions (Level II), considering one’s conceptual frame (Level III), and considering the conceptual frames of others (Level IV). This study focuses on my personal experience of improving my facilitation using Levelising as a framework for reflective practice. The context of the study was a professional development workshop conducted over a nine-week period with 10 participants attending. This study was conducted as action research in the form of an autoethnography. I kept a reflexive journal of my workshop experiences and used the journal entries to reflect after each workshop session. My reflections were the data I used to study my use of Levelising to improve my facilitation practice. I engaged in on-going formative analysis during the course of the workshop. A summative analysis was performed following the conclusion of the workshop to identify how engaging in Levelising as a framework for reflections informed the decisions I made to improve practice. Findings indicated that the use of Levelising in my reflection on practice increased my awareness of aspects of my facilitation that needed to be changed. Levelising revealed differences in my espoused theories and theories in practice. I became more aware of the need to question my assumptions, values, beliefs, and biases prior to, during, and following facilitation experiences.