Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Library want leaf 84. Typescript. Vita. Includes bibliographical references (leaves 69-74). Also available on the Internet.

Beauvoirian Therapy is a new interdisciplinary model of psychotherapeutic treatment for depressed patients who have suffered from oppression. By bridging together philosophy, theory, literature and psychology, Beauvoirian Therapy is presented in a condensed and accessible psychological treatment format which can be synergized with other current psychotherapeutic techniques. This unprecedented approach, in bringing literature to an applied therapeutic model, has been formulated by synthesizing central themes of Beauvoir’s thought, with particular emphasis on her philosophy drawn from The Ethics of Ambiguity (Beauvoir, 1947) and creating an applied model which can be adapted and modified. The themes are represented in quotations and are used as data. The treatment prompts and question segments have been inductively formulated to produce therapeutic explorative inferences to add relevant and pertinent factors to the explorative discussions. Beauvoirian Therapy is based on overarching Beauvoirian themes arranged and framed for a unique Beauvoirian approach to address modern-day oppression.

Thesis (Ph.D.)--Auburn University, 2007. / Abstract. Vita. Includes survey instruments. Includes bibliographic references (ℓ. 100-130)

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2007 / Thesis submitted in partial fulfillment for the degree of Master of Social Work. Includes bibliographical references (leaves 126-132).

Thesis (M.A.)--Carleton University, 2004. / Includes bibliographical references (p. 183-186). Also available in electronic format on the Internet.

Thesis (D. Min.)--Ashland Theological Seminary, 1990. / Abstract. Includes bibliographical references (leaves 179-183).

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Library want leaf 84. Typescript. Vita. Includes bibliographical references (leaves 69-74). Also available on the Internet.

Thesis (M.A. (Philosophy))--Rhodes University, 2006. / A thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in the Deaprtment of Philosophy.

This thesis investigates the interconnections of feminism and nationalism in the context of Palestine, and is based on a Minor Field Study of interviews with Palestinian women working for women’s rights. The study investigates their views and opinions when it comes to issues related to sexual proprietariness; the view that men own women and their reproductive abilities (Taylor & Jasinski, 2011:249f), and demography in relation to the Palestinian national struggle against the Israeli occupation. The women interviewed in this study argue for the importance of struggling for women’s and Palestinian rights in parallel, partly because the Israeli occupation is said to hinder the work for women’s rights in different ways. The ideology of the Palestinian women’s rights activists interviewed in this study can be said to be an example of nationalist feminism (McClintock, 1997:109) since they are trying to combine feminism and nationalism. By basing their rhetoric on the concept freedom from oppression combining feminism and nationalism is made possible, especially within national liberation movements. The thesis concludes with a discussion about why it might not be nationalism per se that is negatively correlated with women’s rights, but rather conservatism, and it argues that finding a way to theoretically connect individual and collective rights is of great importance in order to manage the struggles.

abstract: Scholars have written about the emotional agitation among White students in response to race-based issues (Higginbotham, 1996; Tatum, 1994; Vasquez, 2006). Research has implicated the emotional experience of guilt with the anti-racist concepts of White racial privilege and Black racial oppression. However, methodological issues in the research raise questions about our current understanding of this issue, which has implications on the ability of educators to create effective course curricula and optimal learning environments. Grounded in a theory of guilt and shame and drawing upon tenets of modern forms of racism, I examined the effects of anti-racist education on White students. Specifically, I tested the effects of two factors on four dependent variables. The first factor, called the content factor, was comprised of three levels that exposed participants to statements conveying institutional forms of White racial privilege, Black racial oppression, and a control condition. The second factor, called the race factor, was comprised of two levels that represented the racial background of a confederate instructor: A White instructor and a Black instructor. Interventions (i.e., factor levels), which were embedded within a standardized lecture on racial inequality, were randomly assigned to participants. Exposures to interventions and data collection were facilitated by the use of laptop computers. Main effects and interaction effects among the six conditions on guilt, shame, negation, and racist attitudes were examined. Given the role of self-awareness in experiencing guilt and shame, identification with Whiteness as a moderating variable was also tested. A sample of 153, self-identified White students with a mean age of 21 participated in the study. They were recruited from three, large public universities located in the Western, South Western, and Mid Western United States. Categorical predictors were dummy coded and hierarchical multiple regression was used to analyze the data. Findings suggest that the interventions of White racial privilege and Black racial oppression, as institutionally focused concepts, exert no effects on guilt, shame, negation and racist attitudes compared to a control condition. Findings showed a main effect for identification with Whiteness, but not a moderating effect. Implications, limitations, and future research are discussed. / Dissertation/Thesis / Ph.D. Counseling Psychology 2012