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The ecosystem services approach is a set of institutional practices which aim to improve natural resource management and policy making, by highlighting the relationship between well-functioning ecosystems and human wellbeing. Within the approach, cultural services (CS) signify the psycho-social aspects of people-nature interrelations. This concept is an understudied area, and is recognised to exhibit high levels of complexity which make it difficult to evaluate. This thesis deconstructs, explores, clarifies and enhances the CS concept. A flexible, phased research design explores cultural services in relation to a specific case-study site, 'Aspley Woods and Heaths' (England). Cultural services are examined through a series of lenses: as an interdisciplinary construct, as an experience of place, as context, as a resource regime, as a discursive resource and as a personal discourse. Mixed qualitative methods identify how CS is constructed through action, speech and text; via an in depth analysis of primary data from semi-structured visitor and expert interviews, unstructured key informant interviews, and marginal participant observation. Additional data informs the enquiry, from a discourse analysis of key study site documents, and a review of site-related historic, ecological, land management, and policy documents. Results from this thesis subsequently challenge the current published definition and subcategorisation of cultural services. The notion that cultural services are nonmaterial is disputed due to the centrality of physical activities, physical sensations, and access management regimes which require material inputs. The benefits premise is challenged since CS experiences included references to anxiety, injury and conflict. The notion that CS are obtained is disputed due to the reciprocal nature of information exchange between people and features of the environment. The idea that CS are solely from ecosystems is challenged due to the part played by interpretative socio-cultural contexts, and natural and social processes which occur outside site boundaries and specified time frames. Instead, this thesis recommends that cultural services be redefined as the ways that humans use discourse to construct and communicate perceptions of nature. CS arise from processes of interaction (activities) and reciprocal information exchange (information functions) with ecosystems. CS subcategories are hence a series of cognitive, retrospective, intuitive, creative, communicative and regenerative interpretative repertoires, which form the basis of social practices such as designation, restoration and policy. The propensity of environments to embody discourse is concluded to be crucial in defining what is valuable about natural ecosystems, and how these contribute to wellbeing.

Four studies provide support for the development and validation of a framework for understanding the range of social psychological outcomes valued subjectively as consequences of negotiations. Study 1 inductively elicited and coded elements of subjective value among students, community members, and negotiation practitioners, revealing 20 categories that negotiation theorists in Study 2 sorted to reveal four underlying dimensions: Feelings about Instrumental Outcomes, the Self, Process, and Relationship. Study 3 proposed a new Subjective Value Inventory (SVI) questionnaire and confirmed its 4-factor structure, and Study 4 presents convergent, discriminant, and predictive validity data for this SVI. Results suggest the SVI is a promising tool to systematize and encourage research on the subjective outcomes of negotiation.

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這項研究利用多角度方法，去探索簡短靜觀訓練對因被排斥而導致的心理困擾有否影響;更會將靜觀訓練與自律鬆弛法和控制組作比較。本實驗的參加者包括了161名香港中文大學的本科生和研究生。並用了Cyberball遊戲去模擬社會排斥。所有參加者被隨機分成三組: 1) 靜觀、 2) 自律鬆弛、 3) 控制組。我根據他們的生理反應測量 (如皮膚電導、心率), 混合動機任務，隱含測試(i.e. lexical decision task)，和自我評估去度量情緒困擾、互動模式、對自己和他人的態度、和在靜觀能力及態度的改變。 本實驗採用了生理反應測量 (如皮膚電導, 心率), 混合動機任務、隱含測試、和自我報告去評估幾方面的反應:情緒困擾、 與別人互動樣式、對自己和他人的態度、和靜觀能力的改變。結果顯示，靜觀組 的自尊心和存在意義感相比其他兩組高; 然而，靜觀組和自律鬆弛組之間沒有顯著差異。在靜觀的改變上，我們使用兩套問卷: （一）Southampton Mindfulness Questionnaire (SMQ), （二）Self-Other Four Immeasurables (SOFI) 。結果顯示，靜觀組在 SOFI Positive-Self 方面有明顯的提升; 而在SOFI Positive-Other能維持不變，相反其他兩組就有顯著的下降。可是，SMQ 和 SOFI問卷的其餘部分 (例如：SOFI Negative-Self, SOFI-Negative-Other)，沒有發現顯著的組間差異。除了採用兩份靜觀問卷外，我也使用了Self-Compassion Scale (SCS) 來測量慈心品性對結果的影響。結果顯示，性格較為靜觀及慈心的人, 沒有那麽容易受排斥而引至有不良影響。有趣的是，不同層次的靜觀性格和自我慈悲能有不同的訓練受益。例如，慈心的人在靜觀後會更為慷慨。然而，對於那些SOFI Negative-Other 低分的人，在靜觀後會減少對別人指責的傾向。可是，其他結果 (例如: 混合動機任務、隱含測試 ) ，卻找不到跨組的差異。在生理反應測量方面，結果便與預期不太一致: 靜觀組和自律鬆弛組的皮膚電導，在post-Cyberball 期間甚至比控制組為高; 而其他時段則找不到跨組間差異。在這篇文章的總結中，我也提到這個實驗之不足之處以及可以改善的方法。總括而言，雖然實驗結果所發現的成效不是太明顯，但我們不能忽視靜觀簡化版本的實用價值。尤其是對那些被邊緣化的人來說，簡化版本能使他們更容易參與訓練並從中受益。在文章的末尾，我會提及更具體的意義和建議，希望能對今後的研究有所影響。 / This study utilized the experimental multimodal approach to explore the effectiveness of brief mindfulness training in reducing the psychological distress induced by ostracism, comparing with brief relaxation training and no intervention control. Participants included 161 undergraduate and graduate students from CUHK. Cyberball game paradigm was used to simulate social exclusion. All participants were randomized into 3 groups: 1) meditation, 2) relaxation, 3) no intervention control. Physiological measures (i.e., skin conductance, heart rate), mixed-motive task, and implicit test (i.e. lexical decision task), and self-reports were used to assess emotional distress, interactions styles, attitudes toward self and others, and change in mindfulness. Results indicated that meditation group expressed higher level of self-esteem and sense of meaningful existence despite of social rejection in comparison with no intervention control. However, there was no significant difference between meditation and relaxation group. In terms of the mindfulness qualities as measured by Southampton Mindfulness Questionnaire (SMQ) and Self-Other Four Immeasurables (SOFI), meditation group reported greater enhancement in SOFI Positive-Self, while other two groups remain statistically unchanged. For SOFI Positive-Other, only meditation group remained as positive as before while other two groups dropped. However, the result from other mindfulness measurement (i.e. SMQ) and dimensions (i.e. SOFI Negative-Self, SOFI Negative-Other) revealed no significant group difference. In addition to the two mindfulness scales, the Self-Compassion Scale (SCS) was also used to capture the baseline self-compassion disposition. Correlational result showed that, being more mindful and self-compassionate was in general associated with feeling less threatened by the exclusion task. Interestingly, people of various levels of mindfulness and self-compassion could benefit from mindfulness training differently. For example, participants who were more self-compassionate would display more generous behavior only if they were in meditation group. However, for those who scored low on baseline SOFI Negative-Other, meditation reduced their tendency to blame others. Contrary to expectation, no statistically significant difference was found across conditions in implicit self-other attitudes and interaction styles. For physiological arousal, no significant cross group difference was identified with the exception of during the post-Cyberball period, in which skin conductance was significantly higher for meditation and relaxation groups relative to no-intervention control. . Limitations in the Cyberball manipulation and intervention implementation were noted, which may impact the study findings. In sum, despite the small effect observed in the mindfulness training condition, the practical value of an abbreviated mindfulness format cannot be ignored, particularly for the socially ostracized population whom may not have the luxury to experience the full-scale mindfulness training. More specific implications and suggestions for future research were discussed. / Detailed summary in vernacular field only. / Chan, Tsz Ying Amy. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 73-79). / Abstracts also in Chinese; appendix A includes Chinese. / Abstract --- p.iv / Introduction --- p.1 / Stigmatization and Ostracism --- p.1 / Ways to Combat Stigma --- p.2 / Existing Efforts --- p.2 / Mindfulness Mechanism in Reducing the Negative Impacts of Being Socially Excluded --- p.3 / What is Mindfulness? --- p.3 / Suggested Mechanism on How Mindfulness Deals with Ostracism --- p.7 / Mindfulness Based Approach --- p.9 / Evidence of Mindfulness on Stigma Reduction --- p.10 / Constraint Of Current Mindfulness Intervention --- p.11 / Objectives of This Study --- p.13 / Main Hypothesis --- p.13 / Hypothesis 1 --- p.14 / Hypothesis 2 --- p.15 / Hypothesis 3 --- p.15 / Hypothesis 4 --- p.15 / Hypothesis 5 --- p.16 / Method --- p.17 / Pilot --- p.17 / Participants --- p.17 / Measures --- p.17 / Screening Measure --- p.17 / Baseline Measure --- p.18 / Procedure --- p.22 / Result --- p.28 / Hypothesis 1.1: Meditation Group Has the Lowest Physiological Arousal (i.e. HR, SC) Followed by Relaxation and Control Groups during and after Cyberball Game --- p.29 / Hypothesis 1.2: Meditation Group was Least Threatened by the Social Exclusion Effect of the Cyberball Game, Followed by Relaxation and Control. --- p.31 / Hypothesis 1.3: Meditation Group had the Most Positive Attitude and Least Negative Attitude toward Self and Other, Followed by Relaxation and Control. --- p.32 / Hypothesis 2: Meditation Group was the Most Mindful, Measured by SMQ and SOFI, Followed by Relaxation and Control Groups. --- p.33 / Hypothesis 3 Meditation Group has the Most Positive Communication Style (3.1) and Give the Largest Amount of Points to Opponents (3.2), Followed by Relaxation and Control Groups --- p.36 / Hypothesis 4: Mindfulness Trait’s Interaction with Group Assignment in Affecting Outcomes --- p.36 / Correlational Analysis --- p.36 / Group X Baseline Mindfulness Interaction Effect --- p.39 / Hypothesis 5: Trait Self-Compassion’s Interaction with Group Assignment in Affecting Outcomes --- p.41 / Discussion 43 / Was the Brief Mindfulness Training Successful in Reducing the Negative Effect of Ostracism? --- p.43 / Decrease in Physiological Arousal --- p.43 / Stronger Resilience toward Ostracism? --- p.44 / Does Mindfulness Increase Selfless Behavior? --- p.45 / Implicit Attitudes toward Self and Others --- p.46 / Was Brief Mindfulness Session Successful in Improving Mindfulness? --- p.47 / How Does the Mindfulness and Self-Compassionate Predisposition Affect One’s Receptivity toward Brief Mindfulness Training? --- p.48 / Limitations --- p.50 / Implications and Conclusion --- p.52 / APPENDIX A --- p.57 / Instruction for meditation group --- p.57 / Instruction for relaxation group --- p.60 / APPENDIX B --- p.64 / DASS 21 --- p.64 / APPENDIX C --- p.65 / Self-Compassion Scale (26 Items) --- p.65 / APPENDIX D --- p.66 / Southampton mindfulness questionnaire (SMQ) 16 item --- p.66 / APPENDIX E --- p.67 / Self-Other Four Immeasurable (SOFI) --- p.67 / APPENDIX F --- p.68 / Assessment of manipulations, need satisfaction, and mood following ostracism (31 items) --- p.68 / APPENDIX G --- p.70 / Communication Checklist-Key --- p.70 / REFERENCES --- p.72

It is estimated that one in five Australians are affected by a mental disorder, and the associated burden of living with a mental illness will become one of the greatest health care issues during the next 20 years. Since the 1960s, the care of people with mental disorders has been transferred to community settings including to rural areas of Australia through the process of deinstitutionalisation. However, research on young adults living with a mental illness in rural communities is limited, and the multidimensional experience of this group of young adults has not been previously explored. This study, guided by grounded theory methodology, explored young adults' experience of living with a mental illness in rural Western Australia. This thesis presents the findings of interviews with nine participants aged between 18 and 30 and places the findings within the context of relevant scientific literature. The constant comparative method used in grounded theory analysis identified that the basic social psychological problem experienced by all participants was "being shut out". The problem of being shut out consisted of two aspects: "being excluded" and "withdrawing from society". In order to manage the problem of being shut out, participants engaged in the basic social psychological process of "seeking normality". In seeking normality participants moved from a state of being shut out to one whereby they sought to take part in ordinary social activities taken for granted by other members of society. The process of seeking normality consisted of three phases: "floundering", "taking charge", and "moving forward. Phase one of the process occurred primarily in the period prior to experiencing a turning point, which changed the participants' willingness to take control of their life and to take effective steps in reducing their isolation. / Participants' experience of being shut out was not related to the duration of their illness but to their experience of seeking normality and the three conditions identified as influencing that experience. The findings, while supporting existing scientific literature, also present a new insight into young adults' experience of living with a mental illness in rural Western Australia. The findings of this study highlight the importance of health professionals' understanding young adults' experience of being shut out and to incorporate the increased knowledge and understanding into their clinical practice. Finally, the findings have implications on public education, healthcare services and healthcare policy in relation to young adults living with a mental illness.

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The use of the high-fidelity human patient simulator (HPS) based clinical scenario in undergraduate nursing education is a powerful learning tool well suited to modern students’ preference for immersive construction of knowledge through the provision of contextually rich reality-based practice and social discourse. To date there has been little indication of research into the social processes in which students engage in a simulated clinical session. The purpose of this paper-based thesis was to explore these social-psychological processes that occur within HPS-based clinical scenarios to inform nurse educators’ choice of pedagogical practices when they structure and implement this technology-based learning tool. This exploration began with the first manuscript, which explores this approach to clinical teaching through a critical examination of the application of behaviorist and constructivist pedagogy to high-fidelity scenario-based simulation sessions. The second manuscript critically analyzes the role of clinical scenarios using human patient simulation in promoting transformative learning events in undergraduate nursing education. The third manuscript begins with the assertion that HPS-based learning experiences are in reality social endeavors that serve as a platform for social discourse among learning groups and follows with an analysis of the theoretical and philosophical foundations of the grounded theory research method, demonstrating its suitability to uncovering the social processes within. Finally, the dissertation process culminated in the fourth manuscript, which is a report on a grounded theory study that explored the social-psychological processes that occur within HPS-based clinical scenarios. This study sampled students and faculty from a Western Canadian baccalaureate nursing program. The data collection consisted of semistructured interviews, supplemented by secondary data from the observation of participants as they engaged in HPS-based clinical scenarios, field notes, analytical and operational memos, and journaling. The process of leveled coding generated a substantive theory that has the potential to enable educators to empower students through the use of fading support, a twofold process comprised of adaptive scaffolding and dynamic assessment that challenges students to realistically self-regulate and transform their frame of reference for nursing practice, while at the same time limiting the threats that traditional HPS-based curriculum can impose.

The thesis is in two parts. Part I examines the possibility of a humanistic science of persons. The failure of the psychometric approach to personality research is described. It is argued that psychometrics denies the common-sense, everyday-life basis of its procedures. Then, with the aim of constructing a true science of persons, some of the concepts of a philosophy of the person are introduced. Finally, it is suggested that a science of persons would be a science of interpretation. A methodology for such a science is set out, along with the examples of research which has exploited these methods. In Part II, a programme of substantive research is presented. The aim is to investigate those experiences which individuals claim lead to their personal 'growth'. Two 'growth' movements - Transcendental Meditation and encounter groups - are studied as social-psychological phenomena. The methods used are personal accounts and participant observation. These activities are described as constituting unique identifiable 'regions of social reality'. It is concluded that they resemble forms of art such as novels or films more than forms of therapy or education. The implications of this conclusion are explored in a final Chapter.

Institutions of higher education are replete with programs designed to position incoming undergraduate students to successfully persist toward a degree and to do and be well along the way. This longitudinal field study of incoming students’ transitional year focused on outcomes associated with two common types of program: bridge programs and living-learning programs. Bridge programs are intended to boost achievement and persistence of structurally disadvantaged (e.g., low-income) students to close the gap between them and their more advantaged peers, usually with some combination of financial and academic support. Living-learning programs are intended to generally promote achievement and persistence through the intentional formation of communities in which groups of students live together in wings of residence halls and engage in curricular and/or cocurricular activities together. Social-psychological interventions have been inspired by critiques that such programs inadequately support students who are at a structural disadvantage. Specifically, critiques have argued that financial and academic support are insufficient, that students also need psychological support. To strongly test that claim, I replicated one of these interventions within a bridge program and examined whether it affected students’ wellness and success at the end of their transitional year, over and above the bridge program itself. I also examined whether living-learning programs contributed to students’ wellness and success over and above living in conventional residence halls, and whether either of those two types of residential groups differed from students living off-campus. Results from the intervention did not fit the theoretical framework on which it was based, the same framework contextualized in the bridge program, or an alternative framework on which other similar interventions are based. Results regarding residential groups suggest that living-learning communities did not augment wellness or success, at least at the particular institution under study. Rather, living on campus generally is associated with a greater sense of social-belonging, higher life satisfaction, more extracurricular activity, and taking advantage of campus resources. Practical advice and recommendations for administrators and researchers are outlined in the Discussion.