Encounters in which shared decision-making occur relies on patients and healthcare professionals establishing a partnership. Yet, little is known about the therapeutic relationship (TR) specifically for the implementation and use of patient decision aids (PDA) to facilitate shared decision-making. The aim of this thesis was to explore how the TR is considered when planning PDA implementation for patients eligible for or with an implantable cardioverter-defibrillator (ICD). Using Thorne's interpretive description approach, I conducted a secondary thematic analysis using transcripts with 17 healthcare professionals, ten patients and three family members. Findings were mapped to the TR elements. I identified three themes. First, Pieces of the puzzle: Elements of the TR revealed that while respect and therapeutic communication were identified as important for PDA implementation, other TR were either referred to implicitly or not at all. Second, Good intentions and challenges of establishing a TR revealed that healthcare professionals wanted to engage in TR but lacked time and felt discomfort navigating ICD decisions. Finally, in PDA as support for the TR, participants considered PDAs as being able to facilitate TR elements such as communication and respect, enhancing the consultation. In conclusion, there is a role for TR elements when planning PDA implementation. Further research is needed to explore the other therapeutic relationship elements of genuineness, manifesting a presence, active listening, and reciprocity.

Nonetheless, understanding the childhood experiences that individuals bring with them into their later lives still may be important in fostering the best possible academic outcomes.; Previous research indicated that childhood abuse experiences are important factors in determining the length and achievement of individuals' academic careers (Braver, Bumberry, Green, & Rawson, 1992). Several additional studies suggested that there is a relationship between childhood abuse experiences and social support (i.e., parental, peer, and teacher; Ezzell, Swenson, & Brondino, 2000; Goebbels, Nichols, Walsh, & De Vries, 2008). Although these relationships were documented, few studies examined the relationships between childhood abuse experiences, social support, and academic success in one comprehensive analysis. As a result, the current study examined the relationships among childhood abuse experiences, social support, and academic success. More specifically, the current study examined the mediational role of social support in the relationship between childhood abuse experiences and academic success. Participants completed four empirically validated questionnaires online. These questionnaires included a demographics questionnaire, the Student Perceived Availability of Social Support Questionnaire (SPASSQ; Vedder, Boekaerts, & Seegers, 2005), the Motivation to Achieve Academically Questionnaire (MAAQ; Waugh, 2002), and the Childhood Trauma Questionnaire (CTQ; Bernstein & Fink, 1998)). Using correlational analyses and regression analyses, results of the current study indicated that those individuals who reported childhood abuse experiences are more likely to have reported lower levels of parental support and that those who received a higher level of teachers' support are more likely to endorse academic success. Finally, childhood abuse experiences and social support generally were not significant predictors of academic success, and social support did not serve as a mediator in the relationship between childhood abuse experiences and academic success.

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