The current study investigated a model explaining sexual assault victims’ severity of trauma symptoms that incorporated multiple stigma constructs. Integrating the sexual assault literature with the stigma literature, this study sought to better understand trauma-related outcomes of sexual assault by examining three levels of stigma—cultural, social, and self. Results showed self-stigma was significantly and positively related to trauma symptom severity. Thus, results revealed that the internalized aspect of stigma served as a mechanism in the relation between sexual assault severity and increased levels of trauma symptom severity, highlighting the importance of assessing self-stigma in women reporting sexual assault experiences.

The empirical study of consciousness is a young field still in its pre paradigmatic stage and so in need of a unifying framework. This comparative literature review examines two theories of consciousness, Thomas Metzinger’s the self-model theory of subjectivity and Antti Revonsuo’s Biological realism, theories which both try to provide such a framework for the science of consciousness. This paper gives an overview of some of the more central parts of each theory, along with criticism directed towards them. The paper show that these theories, although on the surface very similar, disagree on some fundamental philosophical questions due to differences in their underlying background assumptions. The theories also slightly differ in their view on some methodological questions, as well as in their view of certain aspects on consciousness.

This thesis is a case study centred around a professional development workshop, developed to teach video self modelling techniques using video self modelling to teachers and other professionals, evaluated from a practitioner researcher‘s perspective. Observational learning, social learning, social cognitive and self model theories are discussed as they relate to video self modelling and professional development and informed the structure and delivery of the workshop. The empirical literature base of video self model is documented. The thesis concludes with a discussion of learning that has accrued throughout this study. This learning relates to the use of VSM and the experiential learning that the author, as both researcher and practitioner has gained from the work carried out in developing, using, and evaluating the workshop to support VSM. The six participants were successful in completing a video self model. The thesis recognises and discusses the complexity of interactions between empirical and theoretical investigation. In a similar way it discusses the complexity of interactions between traditional forms of research and practitioner research.