This study examined the conditions and experience of students who were placed on academic probation in view of key elements of Dewey’s (1958, 1938/1997, 1934/2005) theory of experience. Core data emerged from 16 in-depth interviews with five students who received assistance from an academic support program while on probation. An additional interview was conducted with the academic companion and another with the program developer. A document analysis and a researcher journal supplemented the data. The interviews were analyzed according to a three-dimensional narrative inquiry space (Clandinin & Connelly, 2000; Dewey, 1958, 1938/1997) to produce profiles and thematic connections (Seidman, 2006). Findings are presented in five texts. The first and second manuscripts depict the stories of two students using the profile genre. These texts disclose rich stories where the meaning of experience is lived. A third manuscript examines students’ experience from the student and professional perspectives. Major themes uncovered, include (a) resistance to seek help; (b) deep personal costs; and (c) a desire to succeed and complete their undergraduate studies. A fourth manuscript explores companioning as experienced by students and supported by resource personnel. It reveals that (a) the companioning role was defined by a specific form of guidance and attendance to self-confidence and (b) the program helped students clarify their needs, promoted their adaptation to the university context, and offered support through a positive relationship. A fifth manuscript examined the characteristics of a fruitful helping relationship. Findings suggest that (a) a rapport characterized by presence and trust and (b) an approach promoting responsibility, awareness, and holism were key. These findings offer a weighty contribution to the literature on post-secondary education by revealing rich and unique experiences. By tapping in the complexity of the participants’ experience, findings help shift away from the current focus on obstacles and deficiencies often attributed to probationary students. Résumé Cette étude a examiné l’expérience d’étudiants ayant été placés en probation académique à la lumière d’éléments-clés de la théorie de l’expérience de Dewey (1958, 1938/1997, 1934/2005). La principale source de données provenait de 16 entrevues en profondeur auprès de cinq étudiants ayant participé à un programme d’accompagnement universitaire alors qu’ils étaient en probation académique. Une entrevue a aussi été menée avec l’accompagnatrice et une autre avec la conceptrice du programme. Une analyse documentaire et un journal de bord de la chercheure complètent les données. Les entrevues ont été analysées selon une analyse narrative tridimensionnelle (Clandinin & Connelly, 2000; Dewey, 1958, 1938/1997) de façon à produire des profils et des liens thématiques (Seidman, 2006). Les résultats sont présentés dans cinq textes. Les premier et deuxième textes dépeignent l’histoire de deux étudiants sous forme de profils. Ces textes découvrent de riches et profondes histoires véhiculant la probation comme expérience de vie et la signification attribuée à celle-ci. Le troisième texte présente l’examen collectif de l’expérience des cinq étudiants ayant participé au programme d’accompagnement. Cette analyse est enrichie des perspectives de l’accompagnatrice et de la conceptrice du programme. Trois thèmes se dégagent de l’expérience de ces étudiants en probation académique soit (a) une résistance à faire usage des services de soutien; (b) des coûts personnels considérables; et (c) un désir de réussir et de compléter leur programme d’études. Un quatrième texte explore l’expérience d’accompagnement tel que perçu par les étudiants et les professionnels. L’analyse révèle que (a) l’accompagnatrice agissait à titre de guide et était attentive à la dimension de la confiance en soi et (b) le programme a aidé les étudiants à identifier leurs besoins, a soutenu leur adaptation au contexte universitaire, et a offert un soutien personnalisé par l’entremise d’une relation d’aide positive. Le cinquième texte se concentre sur les particularités d’une relation d’aide efficace en contexte de probation académique. Les résultats relèvent que cette expérience est qualifiée par (a) un rapport de présence empathique et empreinte de confiance réciproque et (b) une approche globale favorisant la responsabilité et la conscientisation. En dévoilant la richesse et l’unicité de l’expérience, ces résultats offrent une contribution intéressante. Illustrant la complexité des expériences de probation ils contribuent à s’éloigner d’une vision centrée sur les obstacles et les déficits des étudiants en probation académique.

In Ontario, career and guidance services are offered by teachers who have completed additional undergraduate studies. The training required to become a guidance counsellor appears to be insufficient to properly deliver the necessary guidance and counselling services. Many guidance counsellors are still operating as teachers within their new role as guidance counsellors. The aim of this qualitative research was to explore the professional identity of guidance counsellors’ working in Ontario, from their perspective. A semi-structured questionnaire was developed and twelve guidance counsellors were interviewed. Eight participants had completed the required undergraduate studies and four had completed a master’s degree in the field. The thematic analysis revealed four major themes that articulated and explained their professional identity: peer support, contextual factors, professional experience and formal training. The study’s limitations are discussed and suggestions for future research are offered.

Hensikt: Å belyse hvilke aspekter kvinner selv trekker fram når de beskriver sin fødselsopplevelse som negativ. Metode: Kvalitativ tematisk analyse er anvendt for å analysere fritekstkommentarer fra 103 kvinner som har vurdert sin fødselsopplevelse som negativ, i den norske kohorten av Bidens-studien. Hovedresultater: Tre hovedtemaer trer fram i resultatene: ”Komplikasjoner hos mor, barn eller begge”, ”Å ikke føle seg sett og hørt” og ”Opplevelse av smerte og tap av kontroll”. Funnene viser at majoritetenav kvinnene hadde opplevd uventede og dramatiske komplikasjoner. Mange hadde følt seg ignorert, dårlig behandlet og ikke inkludert i avgjørelser. Et mindretall opplevde at den negative fødselsopplevelsen hovedsaklig skyldtes smerte og/eller tap av kontroll. Konklusjon: Kvinnenes beskrivelser viser at de ikke forventet å oppleve det de gjorde i fødsel, det være seg komplikasjoner eller mangelfull ivaretakelse. Enkelte opplevde situasjoner som må betraktes som overgrep i form av forsømmelse, verbale overtrampog uhøflig opptredenfra omsorgsgivernes side. I denne studien kommer det fram at omsorgsgiveres holdninger og væremåte er vesentlig for en positiv fødselsopplevelse. Den informasjonen som komfram gjennom funnene kan brukes av jordmødre for på best mulig måte å forebygge negative fødselsopplevelser. / Aim: This study aimed to explore the aspects women describe as contributing to their negative experience of childbirth. Methods: We used qualitative thematic analysis to analyze 103 free-text comments in a questionnaire from the Norwegian cohort of the Bidens study. The comments were provided by women who had a negative childbirth experience. Main findings: The majority of respondents reported experiencing unexpected and dramatic complications during childbirth. We identified three major themes: “(i) complications in mother, baby or both”, “(ii) not being seen or heard”; and (iii) “experience of pain and loss of control”. Further, the majority of respondents had felt ignored, had not been treated with respect, and did not feel included in decisions about their childbirth. A minority described pain and loss of control as the main reason for their negative birth experience. Conclusions: The women’s comments show that they did not expect to experience negative things during childbirth. Further, they were unprepared for complications and improper care. Alarmingly, many respondents experienced what must be characterized as abuse in the health-care system (i.e. neglect, verbal abuse or rudeness). The present study shows that caregivers’ attitudes and presentation contribute importantly to a positive childbirth experience. Midwives can use the information gained from this study to prevent negative birth experiences. / <p>ISBN 978-91-86739-95-9</p>

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The thesis determined predominant themes that surround the topic of cosmetic surgery. On the basis of the findings a thematic counselling framework for cosmetic surgery clinical practice is proposed. A mixed methods design was chosen for this study. A thematic analysis was used to ascertain themes. A quasi-numerative approach was also utilised to establish the relative incidence of themes. Sources of data were media, internet message boards and interviews with men and women about cosmetic surgery. Two overarching themes emerged within the coding process. These were factors that might persuade someone to have and factors that might dissuade someone from having cosmetic surgery. A number of persuading and dissuading sub-themes were identified. Quantitative results demonstrated that within the two overarching themes 58% of the talk was persuasive of, whilst 42% was dissuasive of having cosmetic surgery. Some of the sub-themes found in the thesis were considered to compete with one another. This is evidence that patients have to negotiate conflicting information about cosmetic surgery. The findings of the dissertation are interpreted within a theoretical context. Through applying theories of decision-making and cognitive dissonance, suggestions are made about how health professionals might proceed clinically in counselling with cosmetic surgery patients or those considering having a procedure. The thematic counselling framework proposed within this thesis is intended to assist patients and clinicians with the numerous messages from our social community (societal messages) that shape their relationship to cosmetic surgery. To the author’s knowledge, it is the first clinical framework to do so. / Thesis (Ph.D.) - University of Adelaide, School of Medicine, 2009

This thesis investigates the potential for radio on the Internet to enhance processes of communication and media practice in the form of new a public sphere. Drawing on the work of Marshall McLuhan, the early stages of this thesis present an enquiry into the unique positive qualities of both radio and the Internet. The argument that follows contends that radio presented on the Internet can draw from the perceived technological benefits of each individual medium, combining as a potential site for public spheres. Both Habermas’s liberal public sphere and contemporary critiques of the concept are examined to define a range of principles that could be tested against relevant examples. The increasing commercialisation of the Internet is presented as a challenge to the normative ideals of a public sphere and counter-balances the optimism of a technologically determinist approach. A series of thematic codes are developed from the relevant theory and combined with qualitative interviews. This forms the framework for a thematic analysis of three individual case studies: Unwelcome Guests, an anti-corporate radio programme, SW Radio Africa, “the independent voice of Zimbabwe,” and NH Making Waves, the radio arm of a community peace activist group. The study investigates opportunities for these three individual case studies to act as public spheres, by examining the interplay that occurs between both Internet and radio practices. As the thematic analysis will demonstrate, placing radio content on the Internet presents new opportunities to diversify content and audiences through collaborative production and improved distribution. Recommendations for further research emphasise the need to pursue the Internet’s role in the public sphere potential of radio.

This study is a stakeholder consultation about recovery policies and practices in Aotearoa/ New Zealand. Six consumer advocates and five policymakers were interviewed on whether evaluating mental health services’ adherence to recovery philosophy would be useful in facilitating implementation of national recovery policies and the shape and function of such evaluation. Two focus groups and six individual interviews were conducted and transcribed. Textual data was subjected to software-assisted and manual thematic analyses. One of the key findings is participants’ lack of confidence in the current implementation of the recovery paradigm within the New Zealand mental health sector. Participants generally supported the idea of measuring recovery orientation at organisational level, although for different reasons and with reservations. Evaluating the process of service delivery appeared to be preferable to measuring outcomes.

Magister Artium - MA (Psychology) / Antisocial offending behaviour relate to instances of criminal and societal norm violating behaviour. In South Africa, statistics on antisocial offending behaviour reflect high incidence rates among South African young people who engage in societal norm violations that are largely aggressive and criminal in nature. In the country's prisons, the average inmate is a young substance abuser who is unemployed, has dropped out of school before high school, is functionally illiterate and, more often than not, homeless. This is particularly true for emerging adults (those between the ages of 18 and 25 years) who constitute the poorest economic age group, the average house burglar as well as make up more than a quarter of the prison population in South Africa. In South Africa as well as internationally, the antisocial offending behaviour of emerging adults remain grossly understudied especially through qualitative self-explanations. The present study utilised a qualitative research approach to explore experiences and self-explanations regarding antisocial offending behaviours of a group of 10 South African emerging adults. The study used an exploratory research design. Participants were drawn from a number of non- government organisations, and two townships in Cape Town which is located in the Western Cape Province of the Republic of South Africa.

Magister Artium - MA (Psychology) / Honours students in Psychology typically form larger cohorts with numbers ranging from 20 to 40 students in comparison to other disciplines that have fewer than 10 students in a cohort. The National Qualifications Framework (NQF) requires Honours students to complete a thesis that is equivalent to 300 notional hours or 30 credits. The learning outcome is that students conduct low level research that prepares them for conceptualizing, executing and writing up a research project. The thesis requirement should also prepare them for future studies. The larger cohorts and revised NQF thesis requirement places increased pressure on the staff compliment of Psychology departments. Some of the ways in which departments have attempted to cope with this increased demand include conducting group-based research projects, and secondary research projects. One of the concerns raised is whether these particular types of methodology prepared students adequately for reactive research in further studies. This study aimed to explore students' subjective perceptions about the extent to which group-based systematic review methodology in the Honours year adequately prepared students for conducting research during their masters-level studies. An explorative study was conducted to explore the experiences of purposively selected recent graduates from two identified Honours programmes that have progressed to Masters level studies. Participants were invited on the basis of being graduates or alumni rather than their registration status as Masters students at particular universities.