Percorrendo um pensamento em que a ontologia, assistida pela fenomenologia, fornece inteligibilidade suficiente para a elaboração de uma ética existencialista, este trabalho pretende demonstrar como a acepção sartriana acerca da subjetividade é indissociável, para ser devidamente compreendida, do fenômeno por ele intitulado como má-fé. Essa demonstração busca evidenciar ainda como a empreitada sartriana em descrever a realidade humana como ser-Para-si, cuja existência precede a essência exaustivamente analisada na obra de que mais nos servimos (O Ser o Nada) opera uma reconfiguração no significado das noções comumente empregadas nas tentativas filosóficas de explicar a subjetividade, a saber: cogito, Eu, indivíduo, pessoa, identidade, si e sujeito. Assim, investigamos em que medida a noção particularmente sartriana de subjetividade necessariamente comporta o fenômeno da má-fé, numa consonância tal que a compreensão de ambos é reciprocamente iluminada. E se assim é, por fim, averiguamos a possibilidade (ou não) da existência autêntica, avesso da má-fé, para concluirmos com a imperiosidade do impasse que aí se instala. / Tracing the thought in which ontology, supplied by phenomenology, offers enough intelligibility for the construction of an existentialist ethics though not entering there this work aims to demonstrate how Sartrean sense of subjectivity is inseparable, to be full understood, from the phenomenon he entitles as bad-faith. This demonstration aims also to make evident how Sartre´s efforts to describe human reality as being-For-itself, whose existence precedes its essence exhaustingly analyzed in the work we based ourselves most (Being and Nothingness) functions a reconfiguration in the meaning of notions commonly used in the philosophical attempts to explain subjectivity, that is, cogito, I, individual, person, identity, self and subject. This way, we investigate to what extent Sartrean particularly notion of subjectivity necessarily holds the phenomenon of bad-faith, in such a consonance that mutually elucidates the understanding of each other. And if that is so, we finally inquired the possibility (or not) of the authentic existence, the reverse of bad-faith, to conclude with the predominance of the impasse that settles down there.

Participating in and experiencing a counseling growth group is a process that is required in all CACREP-accredited counseling programs. Existent literature suggests that multiple variables may impact participants’ learning in growth groups, and call into question the effectiveness of such groups. Overall, the majority of the research (Barnette, 1989; Hogg & Deffenbacher, 1988; Yalom & Leszcz, 2005) implies that growth groups have the potential to produce meaningful and positive outcomes; however, there are gaps in the literature that do not address the direct experiences of individuals in growth group (Berman & Zimpfer, 1980; Goodrich, 2008). This article presents research that utilized phenomenological methodology to explore the experiences of 13 counseling maters’ students who participated in a growth group as part of their degree requirements. Data were collected through individual interviews and focus groups. Eight themes emerged from the analysis in regard to group process and setting. Awareness gained by participants relevant to the perceived purpose of the group, as well as qualities of effective groupleadership, was also examined.

This phenomenological research study explored the dissertation experiences of individuals working as faculty members across disciplines at regionally accredited four year universities. Research questions utilized the constructs of social development theory to explore dissertation experiences from an individual, relational and structural perspective. Prior scholars have used social development theory as a framework to explore the individualities of the student, the relationship with faculty advisors and mentors, and the resources provided by the department and institution when evaluating the dissertation process (Liechty, Liao, & Schull, 2009). A purposeful, criterion sampling strategy and maximum variation sampling were employed to select a wide range of academic disciplines, classified in Biglan’s Augmented Model (Drees, 1982). The constant comparative method was used in data analysis of transcribed interviews with findings organized into the most prevalent themes. The individual experiences of dissertation success included three prevalent themes: career advancement opportunities and the development of extensive research agendas were described as motivators for participants to successfully complete the dissertation. Additionally, family and peer influence and prior knowledge were attributed as individual factors to success. Five themes were identified regarding the relational factors leading to dissertation success: (1) dissertation chair and committee, (2) cohort associates, (3) family members, (4) technological communication, and (5) guidance, feedback, and preparation. Finally, three themes related to the structural factors leading to dissertation success were identified: (1) financial aid, (2) streamlined processes and (3) institutional resources. Recommendations for future research include studies to better understand faculty experiences with job placement in academia, faculty experiences as a dissertation chair, and faculty views regarding dissertation attrition and retention.

Thesis (MPH.) --University of Limpopo, 2018 / Background: When pregnant women deliver fresh stillbirths, their expectations and happiness are heartlessly substituted by mourning for their loss. The consequences are psychosocial and physiological. Mothers begin to search for answers while feeling guilt and shame; some accept blame for their babies‟ death. Their experiences are determined by the care they received from healthcare workers during delivery and grieving period. They complain that doctors and nurses care about the fact that the baby has been delivered and do not care about the emotional trauma that the mother is experiencing. Objectives: To identify, explore and describe experiences of women who delivered fresh stillbirths at a public hospital. Methods: A qualitative and descriptive phenomenological study was conducted using an in-depth phenomenological interview technique to collect data. Due to data saturation, nine purposively selected mothers participated. Interviews were conducted in the local language, and field notes were also collected. Interview recordings were transcribed and translated and analysed using open coding thematic analysis. Results: Some women experienced feelings of guilt, sadness, hurt, sense of failure, shock and self-blame. Some needed counselling whereas others were doing fine without it. Some experienced lack of sympathy from healthcare workers. Conclusions: Giving birth to a stillborn baby is a painful experience for women and their families. Healthcare workers should care for such mothers after delivery. Keywords: Stillbirth; postnatal care, phenomenological study design, field notes / AMREF

Although there are 50,000 cases of new HIV diagnoses each year in the U.S., people are living longer with HIV/AIDS (CDC, 2016). Due to the paucity of literature containing current experiences of counseling professionals who have actively or are currently working with people living with HIV/AIDS (PLWHA), this research explored the counseling professionals’ role and significance in HIV/AIDS mental health care services and prevention for treating PLWHA. The purpose of this phenomenological research study is to examine the life experiences of counseling professionals who are actively working with clients who are living with HIV/AIDS to answer this study’s research question “what are the lived experience of counseling professionals is working with clients with HIV?”

With a growing and more diverse population nationally, physical therapist programs have evolved to meet the demands for physical therapists in our healthcare system. Despite the substantial efforts to increase student populations to meet workforce shortage, 5-35% will depart in the early years of their program. Current evidence suggests the association of measurable factors with students’ academic success in physical therapist education. However, these measurable factors have accounted for a small variance in explaining the experiences of academic success. In order to sustain the current healthcare system, physical therapist programs need to ensure that students persist and graduate. The purposes of this qualitative study are to explore how recent graduates experience the first year of a physical therapist program and how these experiences contribute to academic success and persistence. Eleven recent physical therapist graduates were interviewed for the study. Program, student, and participant-generated documents were collected. Six themes emerged from the data: (a) establishing career goals, (b) evolving expectations from undergraduate to professional education, (c) encountering transitions in personal, social, and financial aspects, (d) balancing multiple identities (e) seeking supports inside and outside of classroom, and (f) modifying strategies to overcome academic challenges. The findings of this study indicate that the participants navigated a complex educational environment by integrating social and academic experiences to achieve their academic success. The findings can be used to inform physical therapist and undergraduate programs as well as potential and current first-year students.

Although considerable concern exists regarding immigrant businesses, few studies address immigrant small business owners' strategies for success and sustainability. The purpose of this phenomenological study was to explore the strategies that immigrant small business owners in metro Atlanta, Georgia can use to sustain their business beyond 5 years. Cultural theory formed the conceptual framework for this study. A purposeful sample of 20 immigrant small business owners in metro Atlanta provided the data garnered from semistructured interviews for this research study. Using open coding, and modified van Kaam analysis of the interview data, 5 themes emerged for immigrant small businesses that were successful and survived beyond 5 years: strong work ethic and family dynamics, flexibility and independence, limited societal barriers, business experience, persistence and great customer service. Two themes emerged among immigrant small business owners whose businesses failed, which were, inadequate financial posture, and poor business and managerial knowledge. The findings of this study may contribute to social change as the strategies presented could guide new immigrants in establishing successful and sustainable immigrant small businesses. Results from this study could help educate small business owners about some of the causes of business failures.

Suicide attempt and completion rates are significantly higher for the transgender and gender-nonconforming (TGNC) population. TGNC adolescents experience many challenges and adversities, which are compounded when they live in rural communities. The lived experiences of rural TGNC adolescents with social media were unknown and created a gap in the research. This study was grounded in transgender, gender minority stress, and resiliency theories, along with the conceptual frameworks of rural communities and grit. The purpose of this descriptive phenomenological qualitative research study was to explore the lived experiences of rural TGNC individuals (18-24-year-olds) with social media during adolescence. Data was collected through a brief online survey and face-to-face interviews with 9 participants. Interviews were recorded and transcribed. Data analysis included clustering of themes into textual and structural descriptions, as described by Giorgi. Results explored the lived experience and the essence of social media for rural TGNC adolescents. Rural TGNC adolescents reported emotional awareness and insight with both positive and negative aspects of social media, along with frustration and isolation. These results and implications may inform mental health professionals and providers about the social media experiences of rural TGNC adolescents, including how to incorporate these findings, better serve the rural TGNC population, and increase grit. These findings were also a voice for a hidden population of TGNC individuals living in rural communities during adolescence.

The problem that this study focused on was the difficulties and challenges experienced by daughters who had absent fathers. The purpose of this qualitative phenomenological study was to explore the lived experiences of daughters who grew up with absent fathers, and the effects on them as adults at home, in school, in their neighborhoods, and in their decision-making processes. The sample consisted of 20 daughters who grew up with absent fathers. Data were collected using face-to-face semi-structured interviews, and analyzed using 5 phases of Hycner's (1999) phenomenological research. Results indicated that participants' lived experiences of home life were characterized by financial and emotional hardships resulting from the loss of a father's earnings and care. The meanings or lessons that participants derived from having absent fathers included the importance of being independent, of appreciating the people who remained with them, and of making a better life for their own children, either by choosing a mate who would be a committed father or by helping their children to come to terms with the man's absence. Participants reported that the absence of their fathers shaped their decision-making patterns in romantic relationships, either by normalizing exploitative behavior in men (e.g., deception, abuse, or abandonment), or by predisposing them to distrust men. Participants were also affected in their decision-making patterns by the loss of a male perspective and a father's guidance. These results are of significance because by gaining understanding of the experiences of daughters with absent fathers, healthcare professionals may provide appropriate assistance to help these women cope better with their difficulties and struggles.

Common discourse concerning the educational trajectories of African American males consists of dismal future outcomes due to defective schooling experiences in kindergarten through twelfth grades. There has been a disregard of counter narratives of high academic achievement and overall school success coupled with a highlighting of failure through deficit-based research practices. Consequently, African American males are positioned as delayed or troubled, which serves to perpetuate educational inequity. This study attempts to increase the scarcity of literature by giving voice to the experiences of high achievement among African American adolescent males attending a school designed to support the achievement of impoverished youth of color. Interpretative phenomenological analysis was used to investigate the lifeworlds of nine African American males in seventh and eighth grade at a private, college preparatory middle school in southwestern Florida. Individual, semi-structured interviews were conducted regarding their experiences of academic success. The results indicate that these young men developed positive scholar identities through a process that included the cultivation of academic achievement, sacrificing to succeed, trailblazing, striving for the good life, and planning for success while simultaneously rejecting deficit-based and peril portrayals of Black males. Practical implications for school psychologists, educators, and parents are discussed.