This thesis is about developing a recovery ethos for psychiatric services in New Zealand. The argument of the thesis is that currently a procedural ethos is dominant in psychiatric services in New Zealand, based on eclectic ways of facilitating recovery. Recovery from mental illness, is based on the criteria of symptom reduction and functioning and can be further refined to have a client and professional perspective. Rather than using an eclectic approach to facilitating recovery the thesis argues for a pluralistic approach, where the virtues, the relationship with professionals, client narrative and the psychiatric community become central to decision making, rather than principle based procedures. The thesis is an argued, applied philosophical thesis in terms of methodology. The scope of the thesis is psychiatric services and the focus is broadly ethical decision making. There are three main divisions to the thesis. Part 1 is concerned with clarification of the main terms used in the thesis. This involves exploring the historical background to the concept of recovery, clarifying the concept of recovery itself and providing an argument for giving greater prominence to the term mental illness over the term mental disorder. Part 2 identifies the main problem of the thesis, namely the procedural ethos, and the problems it is causing clients suffering from mental illness in facilitating their recovery. Part 3 shows what is involved in developing a recovery ethos for psychiatric services in New Zealand.

The panelists discussed the ways in which the principle of cooperation, drawn from the tradition of Catholic moral theology, can help us to think through the issues that arise out of the Catholic imperative to serve the public good in a complex world where law and policy are sometimes in conflict with Catholic moral principles. / Presenters: M. Cathleen Kaveny, John P. Murphy Professor of Law and Professor of Theology, University of Notre Dame Law School; Edward A. Hartnett, Richard J. Hughes Professor for Constitutional and Public Law and Service, Seton Hall University School of Law; James F. Keenan, SJ, Professor, Boston College Theology Department; Very Rev. Russell E. Smith, Senior Director, Ethics, Catholic Health Association

Foreign policy has generally speaking been the traditional ‘responsibility of national governments’. This is particularly true of states with unitary systems of governments but is less true in federalist states.Federalist states are states which have adopted a system of government whereby ‘powers are divided and shared between constituent governments and a general government having certain nation-wide’ responsibilities’. Federalism is often adopted by pluralistic societies to ensure a system of uniformity while accommodating differences and to maintain national security and economic unity. By their nature, federalist states share responsibilities and powers between the central and constituent units. / Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2010. / A dissertation submitted to the Faculty of Law University of Pretoria, in partial fulfilment of the requirements for the degree Masters of Law (LLM in Human Rights and Democratisation in Africa). Prepared under the supervision of Prof. Nico Steytler, Faculty of Law, University of Western Cape, South Africa. 2010 / http://www.chr.up.ac.za/ / Centre for Human Rights / LLM

Patients who self-harm reported negative staff attitudes towards them on presentation to an Emergency Department (ED). The present research aims to explore staff attitudes and behaviours (own and perception of others’) and the impact of this on behaviour, barriers and facilitators of effective treatment, and team identification and norms. Ten staff members from one ED were interviewed, representing all major professional groups working non-therapeutically in the ED. A thematic framework analysis was applied and cross-referenced with another researcher and participants for validation. Analysis identified the following themes: Beliefs about self-harm, attitudes and behaviours, influences on behaviour, and identity, culture and role; related through an overarching theme of balancing difference and diversity. Evidence of PI was found, although interviewees were able to accurately recognise a mixture of beliefs and attitudes in both themselves and others. Influences on behaviour and identity were important in gaining a contextual perspective, and the concept of a ‘fluid team’, relating to patient needs, was highlighted. Results suggest that exposure of the phenomenon of PI may be useful, in conjunction with training to minimise feelings of failure/frustration. This could increase understanding and improve patient care; however, further research is required prior to this. Team stability must, however, be considered. Limitations included restricted participation across one ED and a powerful advocate for mental health patients. Although this is positive for the department, it may set it apart from others.

La recherche questionne le faire stratégique au sein d’une organisation pluraliste de type universitaire. En tant qu’organisations spécifiques, mêlant divers principes guidant l’action et qui développent leur capacité de pilotage stratégique, notamment en réponse à un environnement complexe et mouvant les universités relèvent de caractéristiques pluralistes (Denis et al., 2001) et de foyers stratégiques contradictoires (Jarzabkowski, 2006). Nous étudions comment le management stratégique sous l’angle des pratiques et des acteurs impliqués selon l’approche conceptuelle « strategy as practice ». La démarche empirique relève d’une étude de cas unique, longitudinale, menée dans une université française, fusionnée, de grande taille (80 entretiens semi-directifs). Les résultats s’articulent selon quatre axes : un processus articulant une initiative politique sur un territoire dans un contexte institutionnel favorable, comme un élément qui participe à l’influence d’une stratégie formalisée au sein de l’organisation. Le déploiement délibéré d'une stratégie résulte d’un ensemble de pratiques organisationnelles généralisées dans l’organisation. L’analyse montre que la stratégie s’opère au regard de trois sphères d’actions et d’interventions ne résultant pas d’une approche hiérarchique, du fait de la présence d’acteurs hétérogènes en leur sein. Ceci implique l’imbrication de pratiques qui sont la résultante d’activités épisodiques, rationnelles et discursives en vue de la coordination d’actions délibérées au sein des sphères d’action. La stratégie s'apprécie au regard d’actions managériales multiples et combinées par des outils et d’artefacts mobilisés par différents groupes d’acteurs / The objective of the research is to put into question the notion of strategizing amongst an academic pluralistic organization. Academic organizations are specific and combining diverse principles to guide an action which develops its strategic monitoring capacity; especially due to a complex and moving environment, answering to different features, those organizations are filled with contradictory strategic positions that constitutes a number of challenges to the development of their strategic management. The conceptual approach strategy as practice permits to study the notion of strategizing of those organizations. The empirical approach of the dissertation was conducted as part of a single longitudinal case study amongst a french merged university of great proportion. According to a qualitative methodology, various sources were requested: 80 semi-directed interviews; observations, logbooks. The assessment shows that the willingly expansion of the strategy results in a series of functional practices widespread in the organization. Those practices not only enable to translate the orientations but to justify changing and finally permit to involve the stakeholders in executing the strategy. The empirical analysis demonstrates that the notion of strategizing occurs in regards to three spheres of actions and the intervention of stakeholders which does not result in a hierarchic approach due to the presence of “interdependent” stakeholders in the three spheres. Strategizing also implies the embedding of strategic practices which results from episodic, rational and discursive activities and requires the coordination of deliberated actions within the three spheres of action

We live in a so-called late-modern age where religion and various world-views are something one must relate to in society, no matter what one thinks of that and wherever one lives in the world. This statement applies not least if we are to be able to live in consensus with each other and if we want a world with fewer conflicts, which I, without any evidence, claim that the majority of the world´s population wants.     The fact that people with different truth claims, religions an world-views live side by side as today, is not a new phomenon globally and historically, but the Christian conformity that was formerly the practice in the West has today been replaced by a multitude of world-views through increased immigration and through increased secularization.     The purpose of this thesis is to investigate and describe the mission of religious philosophy in a late-modern, multi-religious, pluralistic world. And in the first place to find out what the three religious philosophers Kevin Schilbrack from USA, Mikael Stenmark from Sweden and Nick Trakakis from Australia say about this. By comparing their perceptions with each other, I want to point out similarities and differences and see why I mean that the discipline should be developed for one or the other direction.     I advocate that religion of philosophy continues to work with the methods by which one seeks to understand, describe and explain different religions ans world-views, as well as critically review, assess or evaluate them. This is because the philosophy of religion is to be taken seriously in order for philosophy of religion to take society seriously. Religion of philosophy should also study lived religion as a complement to the textculture.     Moving the starting point to the religion you are studying can also be of benefit to the study of religious philosophy in order to get a more accurate picture of foreign religions. The advantage of what I advocate here is that in the future we can get a philosophy of religion that is not normative, defined that it has the starting point in theism, that the confessional is the norm, or relativistic.

This thesis investigated how clients and therapists discuss the means by which clients can work towards their therapeutic goals. Cooper et al. (2016) termed such discussions meta-therapeutic communication or meta-therapeutic dialogue and Cooper and McLeod (2011) recommend carrying them out since outcomes are robustly related to whether the client accepts the therapeutic strategy as appropriate for their needs (e.g. Horvath et al., 2011). This thesis undertook the first discovery-oriented, Conversation Analysis (CA) study of how clients and therpaists actually carry out meta-therapeutic discussions. It represents a sustained attempt to bridge the practice-research gap and highlights the conceptual and practical challenges in doing so. 42 audio-recorded pluralistic therapy sessions were sampled across seven therapist-client pairs. Before carrying out the CA study proper, it was necessary to conceptually link broad descriptions of meta-therapeutic dialogue to participants’ concrete actions in therapy sessions. This involved a review of related concepts (Chapter Two), as well as a detailed conceptualization of how therapists’ stocks of interactional knowledge (SIKs) (Peräkylä & Vehviläinen, 2003) regarding meta-therapeutic dialogue might demonstrably link with their concrete actions as described by CA findings (Chapters Three through Five). Therapists’ questions to clients about what might be helpful were selected as a likely site for meta-therapeutic dialogue and were subjected to an in-depth CA investigation of the practical issues participants themselves treated as important in their interactions around these questions (Chapters Six through Eight). Findings show how some apparent opportunities for meta-therapeutic dialogue are less facilitative of clients’ independent input, and can sometimes be interactionally coercive. There is evidence that facilitating dialogical opportunities for talking about what might be helpful may require the therapist to move back-and-forth between opposing positions, such as treating the client as potentially unknowing but still also holding open a space for their contribution. These findings extend existing SIKs regarding meta-therapeutic dialogue by specifying some concrete considerations therapists orient to during such endeavours. Some practical similarities between meta-therapeutic dialogue and problem-solving/solution-focused approaches are also highlighted.

La ricerca nasce con l’obiettivo di approfondire, da un punto di vista teorico e operativo, il tema della scoperta della diversità linguistica attraverso l’approccio intercomprensivo. In ambito glottodidattico il concetto di intercomprensione tra lingue affini (d’ora in avanti, IC) si trova attualmente al centro degli approcci plurali che propongono una didattica orientata allo sviluppo della competenza plurilingue e interculturale. Lo studio si articola in quattro capitoli tra loro interrelati. Nel primo capitolo, si presenta una ricostruzione storica dei progetti chiave che, in senso al Consiglio d’Europa, hanno gettato le fondamenta dell’attuale formulazione della politica linguistico educativa comunitaria. Il secondo capitolo offre una sintesi dei documenti e degli strumenti più recenti prodotti dall’Unità delle Politiche Linguistiche del Consiglio d’Europa per la promozione del plurilinguismo. Il terzo capitolo fornisce un’introduzione al concetto di intercomprensione da più punti di vista: come oggetto dell’apprendimento, come strategia di apprendimento, come approccio didattico e come strumento di politica linguistica. Nel quarto e ultimo capitolo si dà voce alla natura, agli obiettivi, alla metodologia e ai materiali utilizzati nell’ambito della sperimentazione in IC, condotta nell’anno scolastico 2014/15 con gli alunni di due classi quinte di una scuola primaria di Varese. / The aim of the research is to investigate, from both a theoretical and a practical point of view, the discovery of linguistic diversity through intercomprehension. In the field of ​​language teaching the concept of intercomprehension between related languages is currently at the heart of pluralistic approaches which promote plurilingual education. The study is divided into four chapters. The first chapter offers an historical reconstruction of the key projects which the Council of Europe developed for the foundation of its educational language policy. The second chapter provides a summary of the most recent documents and instruments produced by the the Council of Europe's Language Policy Unit for the promotion of multilingualism. The third chapter gives an introduction to the concept of intercomprehension from several points of view: as a learning object, as a learning strategy, as a teaching approach and as a language policy instrument. The fourth and final chapter introduces to the aims, the methodology and the materials used in the research conducted during the school year 2014/15 with Year 5 pupils of a primary school in Varese.

Thesis (Ph.D. (Computer Science))--North-West University, Potchefstroom Campus, 2008.

The focus of this study was to describe childrens literacy learning in multicultural home and school contexts and identify and explore the intersection between the home and school literacy learning environments. Participant families and their teachers described various aspects of home and school literacy learning. Through interviews, photography, and journals, participants answered the following research questions: How do school institutions understand and encourage literacy practices outside the school and how are these practices used to support diverse literacy learners? How do learning experiences within the home and community differ from learning experiences within the school?<p> Data were collected via semi-structured interviews and researcher observations within the home and school contexts. Additionally, parent participants were asked to capture literacy and learning events through the use of cameras and daily journaling. The qualitative nature of the study allowed the researcher to record participants literacy experiences and understandings in the authentic environments of the home and school.<p> This research study reflects the theory of literacy as a socio-cultural phenomenon. This theory recognizes that literacy learning in any environment cannot be separated from its context and recognizes that literacy is more than individual skills, but rather a community resource that is developed through interaction with others. Although all families possess useful knowledge and understandings that allow them to arbitrate their daily lives, unfortunately, as this study demonstrates, literacies are often ranked as more or less legitimate by school institutions. Literacy practices which are in close alignment with the schools are more widely accepted, and those outside the realm of the school may be undervalued or ignored.<p> Based on this qualitative study, numerous characteristics of home and school literacy were illuminated. School based literacy was more formal and based on measurable goals for each grade, defined by the school, division, and curriculum. Literacy of the school was viewed in a more traditional sense, as a set of skills which could be measured and recorded. Home literacy, in contrast, was more informal and spontaneous and based on the needs and interests of the learner. Learners within the home were apprenticed by their parents in learning practical, hands-on skills which were used to help mediate their daily activities. Additionally, the study highlights the literacy understandings of both the parents and the teachers of the immigrant learners. Both parent and teacher views of literacy and learning were influenced by their prior knowledge and learning experiences. The learning experiences of the parent and teacher participants were in sharp juxtaposition. Parent participants recalled larger social issues in literacy and learning such as poverty, self-sacrifice, and education as a social mobility agent. Teacher participants recalled early learning experiences based on traditional Euro-centric understanding of literacy which emphasized the importance of early skills such as phonics, word recognition, and storybook reading. The teachers did not include larger social issues which affect learning.<p> The research found that students authentic home literacy experiences were used in the home and community to aid children to problem solve and mediate every day activities. The literacy activities were purpose driven and had practical applications. In the school context, home literacy experiences were incorporated into oral literacy learning activities and narrative and creative writing assignments such as journal and story writing. Despite the incorporation of home experiences in student assignments, these experiences were not used to inform teaching and learning in the classroom. Teaching methods and evaluation techniques were not regularly adapted to meet the needs of the English as Additional Language (EAL) learners. Students who struggled to meet the demands of the curriculum were often removed from the classroom setting to work on specific skills or referred to the resource room with learning challenged students. The teachers revealed reasons which they felt impeded them from delivering more culturally responsive programs and teaching methods including time restraints, large class sizes, and inadequate resources.<p> This study identified several broad issues in literacy practices and understandings. There is an evident disconnect between home and school literacy and their uses. This is partially due to the varied experiences and understanding of parents and teachers. Closing this gap means incorporating educational reform on many levels. Teachers must be aware of student and family backgrounds, experiences, and understandings in order to create a truly inclusive learning program for diverse learners. Culturally responsive teaching means using the wide knowledge bases of all families to inform instruction and evaluation.<p> Teachers need to be provided with adequate education in preparing them for the realities of todays classroom. Culturally and linguistically diverse modern classroom have challenges which many teachers do not feel prepared. Providing adequate pre-service education on EAL learning and student diversity seeks to prepare teachers. Additionally, in-service education experiences on literacy practices for teaching in the culturally diverse classroom are essential in providing teachers with current information and resources. Furthermore, in examining existing parental engagement strategies, teachers can learn to create engaging opportunities for families to participate in their childrens learning.The broadest issue within the study is the multicultural reality for the immigrant and EAL student. The education system needs to move away from multiculturalism as a Canadian catch phrase involving foods and celebrations toward culturally responsive teaching which uses students linguistic and cultural knowledge to inform learning.