The purpose of this study was to explore how women living with an ADHD diagnosis coloured their experiences throughout life. Women continue to be excluded from clinical research and ADHD is a diagnosis that suffers from a significant male bias. As such, there is limited research about women with ADHD. This study employed a thematic analysis approach, inspired by grounded theory. Four women were recruited online after confirming they met criteria. The four women were interviewed with a semi-structured interview protocol, permitting for organic follow-up questions. Data analysis resulted in the identification of the following 4 themes: Negotiating and navigating education; Experiences of mental health; Socioemotional implications of having ADHD; and Strategies used to cope with ADHD. A total of 11 sub-themes were also identified and were correspondingly organized under appropriate main themes. This research is relevant to any professional working with women with an ADHD diagnosis or who may be querying an ADHD diagnosis.

This study seeks to identify, understand, and compare the themes created, by the print media, utilized to ascribe identity to college quarterbacks as they are entering the NFL Draft. The study will compare the four first-round quarterbacks from the 2020 NFL Draft and four first-round quarterbacks from the 2012 NFL Draft; which because of its historic nature of being the first draft to include a white and Black quarterback of drafted number one and two, respectively, is used as a baseline. The study uses framing theory and previous research to understand the themes present in the media coverage of these quarterbacks from the 2020 NFL Draft and the 2012 NFL Draft. A total of 112 newspaper articles from the Newsbank database were analyzed using qualitative research methods to compare the differences in frames that exist due to the racial background of each quarterback. Additionally, the difference in narratives and expressed frames, depicted by the print media over an eight-year time span were compared and examined using framing theory. The findings reveal that in both 2012 and 2020 there was racial framing utilized, in the sports media, when describing college quarterbacks and these racial frames functioned as a reflection of the existing racial views within society. The findings also displayed a clear difference between the frames present in 2012 and 2020. This difference, however, did not point toward a lessening of racial framing, but rather to a shift in the formation of the themes utilized, by the sports media, to create the racial frames. / Master of Arts / This study examines the sports media and its coverage of eight college quarterbacks as they enter the NFL Draft. The study utilizes the four quarterbacks drafted in both the 2012 and 2020 NFL Draft in order to understand the racial themes that are present throughout 112 newspaper articles. The unique history of the 2012 NFL Draft which featured a white and Black quarterback drafted one and two, respectively, serves as a baseline for the comparison of racially driven themes used by the media. Racially driven themes are used throughout sports media to produce narratives about sports topics for the public's consumption. This study seeks to understand the presence of racial themes throughout the sports media's coverage of college quarterbacks as well as the difference in these themes during the eight-year gap between 2012 and 2020. Previous research has shown the sports media to create narratives about athletes that attempt to mirror society. The changing racial landscape present in today's society serves as a backdrop to understand how the sports media alters its narrative choices in order to mimic society. The findings reveal a presence of racially driven themes throughout the 112 articles for both the 2012 and 2020 NFL Drafts and display a clear difference between the formation and utilization of the themes used to create these narratives within the eight-year gap. Although the findings communicate a clear shift in the racial themes, they do not demonstrate a less racially driven form of theme development.

Yes / Death, bereavement, and grief are experiences suffused with conflict and disenfranchisement. Intricately connected is ‘etiquette’ – the sense of ‘should’ ‘must’ ‘right’ ‘wrong’ ‘appropriate’ and ‘inappropriate’ individuals feel in death and bereavement situations. This paper is the first of two answering the question, ‘where does etiquette arise in death and bereavement situations and what does this ‘look like?’’ The theme The etiquette of communication and conversation is described, highlighting the importance of early communication for resolving conflict, what is considered ‘appropriate’ communication and support, and the social values underpinning these. Data highlighted how the CBT concept of ‘shoulding and musting’ manifests in death and bereavement situations, gave insight into etiquette’s role in disenfranchising grief through shaping conversations, and offered suggestions for bereavement support. Though the term ‘etiquette’ may be misleading out of context, the concept resonated with the bereaved community and provided language to discuss the nuances of their experiences. / Arts and Humanities Research Council (AHRC)

An overview of the research In November 2009, considerable interest was generated by a study day of the National Association of Principal Educational Psychologists (NAPEP) on evaluation of outcomes of the work of Educational Psychology Services (EPSs). Following this, my service requested that I investigate this area during my training placement, as a topic for my doctoral research. A review of the literature and professional networking sites (for example, EPNET) revealed that although many services at the time were considering or actively seeking valid and reliable ‘tools’ to evaluate services, using both qualitative and quantitative approaches, in practice, few were undertaking evaluation systematically, and those that were did not feel confident that they were doing it well. While a number of services were regularly collecting data on how much service (quantity) they were delivering, to whom and in what ways, and on the subjective experience for a range of service users, few were focussing on outcomes, and even fewer were measuring these in any systematic way (Norgate, 2010). My service was one of those that already collected data on delivery in terms of quantity and subjective quality, and they had just introduced Target Monitoring and Evaluation (TME) (Dunsmuir, Brown, Iyadurai and Monsen, 2009), as a goals-based approach to informing service delivery, and a way of recording consultation and engagement with children, families and schools. While this was a positive step towards more systematic evaluation, it was noted that a missing dimension was what the children themselves felt about the outcome of engagement with an EP, and whether they felt that things had been improved in domains that were significant to them. While there was considerable interest in hearing children’s voices driven by international agreements, legislation, policy initiatives and research, a review of the literature suggested that engaging with children in meaningful ways, and eliciting valid views, was a challenging endeavour. This was particularly true for certain groups of children and young people; those with additional needs, particularly those with profound and multiple difficulties or severe language difficulties, and also for the youngest children in the pre-school and primary years. The two research studies presented here aimed to begin to redress that balance. I chose to focus on the collective voice of local children aged 7 – 11 years in Key Stage 2 (KS2), in mainstream primary schools, and of all abilities, including children with additional needs at all three stages of the Special Educational Needs Code of Practice. My reason for this was to ascertain the views of ‘typical’ children in mainstream education, so that they might be better understood by adults (presented in Paper 1), and in order to produce a general measure (presented in Paper 2), which could later be modified and refined, as appropriate, for other groups, for example, younger age groups, or children with more significant difficulties. Paper 1 briefly reviews the literature on hearing children’s voices, some of the difficulties encountered in this enterprise, and approaches that have been proposed to overcome these, including attempts to actively involve them in decision making and research about issues that affect their lives. The findings of a selection of studies, which have explored what children and young people have identified as being important factors in their school lives, are presented. The qualitative research study that follows is informed by this review of the selected literature. The approach is informed by ‘positive psychology’, with an explicit focus on ‘what works’, while not denying or ignoring what children say does not work for them. Forty primary school children in Key stage 2 were interviewed using a range of approaches. The children were recruited from local schools with differing demographics in the South West of the United Kingdom. The research approach was pragmatic, and adopted a critical realist perspective and mixed methodology. A thematic analysis was carried out to explore children’s understandings of what helped them to learn at school (Paper 1), and these understandings were subsequently used within a realist approach to develop a tool co-designed with the children (Paper 2). The approach was also inductive, being driven by the data rather than theory. The aim was to put the children at the centre of the research, not just as participants, but as collaborators and co-constructors of the interpretations made of their ‘talk’, and of the subsequent design of a ‘tool’ to facilitate helpful conversations about what they might like to change, and to subsequently measure any impact of interventions. The interview data were analysed using a thematic approach, and the findings were discussed, modified and validated through focus groups with the original interviewees. A thematic network or ‘map of the child’s-eye view’ is presented. A descriptive reading of three emerging topics; academic competence, social competence and social recognition, is offered and discussed, and exemplified by original quotes from the children. (Due to the word limit, additional descriptive analysis is presented in the appendices). Finally, at a deeper level of analysis, two overarching themes, ‘competence’ and ‘connectedness’ are suggested as having emerged from the data. The results of the thematic analysis are linked to previous research, and it is proposed that, while this is only one possible reading of the data presented, there are significant resonances with data collected for children and young people across cultures and age ranges. Therefore findings may tentatively be generalised beyond the local culture. The implications of the findings for EP practice are discussed. In Paper 2, the previous study is used to inform the design of a measure to assess children’s satisfaction with their school life, in terms of issues that are important to them. Current literature on evaluating outcomes in EP services is briefly reviewed. This is followed by discussion of a selection of the measures currently available which target aspects of children’s life in schools, and the advantages and drawbacks of using these in evaluation. Finally, I discuss why it might be advantageous to view school life from the perspective of children’s subjective well-being or ‘happiness’, and review evidence from experimental research, within a positive psychology framework, and particularly the ‘Broaden-and-Build’ Theory of Positive Emotions (Frederickson, 2005). Subsequently, the thematic network, created in Paper 1, was used with four focus groups of the original interviewees, to design items for an instrument to assess subjective satisfaction with school life; what makes them ‘happy’ and ‘ready-to-learn’ in school. The children were included in every step of the design, including; choosing and wording the items (guided by frequency data and the range of topics and themes identified in Study 1), choice of the rating system, instructions for completion and layout, and naming of the instrument (the ‘Ready-to-Learn’ Scale). Following piloting and minor modification, the ‘Ready-to-Learn’ Scale was administered to an opportunity sample of 344 children from the four participating schools over the summer term of 2011. Principal components analysis on the data generated a six factor solution, interpreted as six sub-scales: school competence (α = .81), social competence (α = .80), academic competence (α = .78), distress and discomfort in school (α = .68), environmental support for learning (α = .70), and acceptance and recognition by adults (α = .80), with an overall scale reliability, α = .92, and a 95% confidence interval of 17 (16.72). The scale now requires further validity checks and standardisation, but is offered as a useful instrument for initial engagement with children in this age group.

This study used thematic analysis to investigate the blogs of parents of children diagnosed with an Autism Spectrum Condition, with a particular focus on themes that emerge when parents write about themselves, their child and their family relationships. The first stage of the study involved a broad analysis of the first six months of entries presented within eight blogs. Themes which emerged during this stage included ‘Coping’, ‘Searching for an explanation - Meaning making’ and ‘Sense of belonging vs not belonging’. The second stage of the study involved a deeper analysis of two of the eight blogs, used as case studies, which were selected due to differing on aspects of the themes found during the first stage of analysis. Themes which emerged from the second stage were a superordinate theme of ‘Searching for an explanation - Meaning making’, with subordinate themes of ‘Relationship with ASC’ and ‘Relationship with society’. There were only brief mentions of family relationships within the blogs, except the relationship with the child and it seemed that parents often made sense of their experiences through their relationship with ASC and their relationship with society. Many of the parents who blogged reported changes in their relationship with society due to feeling that others do not understand and a sense of not belonging. It seemed that blogging provided a sense of belonging and a way of being understood for these parents, as well as a source of information to help parents explore ASC and their relationship with ASC. The themes that emerged may provide important information for clinicians and the implications of the research findings are discussed. The limitations of the study are noted and there are suggestions for future research.

This study is a thematic analysis of written plan-descriptions associated to valid detail-plans in the city of Umeå. These plan-descriptions are used as gateways to how planners and architects have reasoned when it comes to planning decisions. The thematic analysis is conducted on 24 selected detail-plans in the city of Umeå and has the starting point of the three themes of Mobility, Green space and Safety. The themes are identified as important to study in the light of the sustainable development concept where new modes of transportation, better knowledge about how nature affects us and a safe environment for everyone are propagated. By making better use of the fine source of information and insights that are the detail-plans students, researchers and practitioners can more effectively steer their efforts towards areas that really are in need of change. There is also something to be learned about the connection between process and outcome in physical planning. The results of this study show first of all that the scope and the thoroughness of detail-planning have changed over time. During the 1950’s, 60’s and 70’s the plans generally covered larger areas and the descriptions where short and concise. In present time the plans generally cover smaller areas but are very exhausting in their investigative preparing work and associated documents. Other findings are that the goal of a safe environment in the detail-plans mostly is connected to traffic-safety.

Social stigma against gender diverse people continues to exist (Rieger & Savin-Williams, 2012), and this extends to gender nonconforming youth (D’Augelli, Grossman, & Starks, 2006). Expression and exploration of fluid gender identity and gender roles are part of typical human development (Institute of Medicine, 2011). Childhood gender nonconformity is defined as variation from norms in gender role behavior (Adelson & The American Academy of Child and Adolescent Psychiatry, 2012). Recommendations for research with gender nonconforming youth include gaining a clearer understanding of safe relationships, which currently lacks in the counseling literature (Institute of Medicine, 2011). Safety occurs when an individual takes psychological and interpersonal risks without fearing negative consequences (Edmondson, 1999). This study explores safety among gender nonconforming youth through the theoretical perspective of constructivism (Lincoln, Lynham, & Guba, 2011) and queer theory (Plummer, 2011) and will utilize the qualitative methods of photo-elicitation (Harper, 2002) and thematic analysis (Boyatiz, 1998). Implications for counseling practitioners, counselor educators, and future research will be discussed.

Magister Artium (Psychology) - MA(Psych) / Divorce and self-efficacy are areas that have been studied quite widely and extensively in recent decades. Going through a divorce has an effect on how parents actually parent their children, which in turn has an effect on the behavioral, emotional, social and academic outcomes of the child. Divorce is considered a significant factor in determining emotional and social problems that children begin to exhibit. However, few research has been conducted on the relationship of divorce with parental self-efficacy and perception of parenting among divorced parents in South Africa. Therefore, this study used qualitative interviews to explore the impact of divorce on parental self-efficacy and perceptions of parenting among ten divorced parents from working to middle class community in Cape Town, South Africa. . The interviews were analyzed by making use of thematic analysis. Results showed that, although participants experienced an initial period of extreme emotional distress and feeling overwhelmed at being a single parent, their confidence in their parenting increased over time as they began to adjust to their new lives and received adequate and regular support. This was accomplished through various techniques and coping mechanisms employed by the participants, and with their social support structure playing a significant role on their parental self-efficacy. This study contributes to the research that has been conducted on parental self-efficacy, specifically, the research that has been conducted in a South African context, which has been generally lacking in terms of previous research.

The 1990's saw a rapid growth in the use of Enterprise Systems by organisations to undertake quick and strategic decisions. Significant to the use of Enterprise systems, is their implementation in the organisation. The increased use of paper documents in government organisations and the augmented implementation rate of Electronic Document Management Systems within government organisations in New Zealand, is what triggered this research and subsequently the framing of the research objectives and thereby the research question. This research encompasses the factors which affect the implementation process of an Enterprise Document Management System and thereby render it a success or a failure. The study used an ethnographic approach in order to introduce rigour in the research. The data was collected by conducting eight semi-structured interviews at the client organisation. The interviews were transcribed and later coded using an open - coding methodology. A thematic analysis based schema was developed to later analyse the coded data.The research found that, factors such as change management, behaviour management / emotions, communication, implementation process approach and system functionality had profound effects on the implementation success of the Electronic Document Management System in the research organisation. The thesis has been mostly written in the first person to represent the author's interpretation of the implementation process and its related factors.

Latin-Americans have become major contributors in Major League Baseball, but face many challenges acculturating to living and playing in the United States. This research examined the acculturative support provided to Latin-American players by teams in the South Atlantic League of Minor League Baseball and whether or not people involved think that support was effective. Semi-structured interviews were conducted with front-office members and Latin-American former players, and transcriptions were analyzed for emerging themes using QDA Miner content analysis software. Three main themes emerged from the interviews: the language barrier, interaction between Latin-American and Anglo-American teammates, and the youth of Latin-American prospects. These themes were identified both as presenting the biggest challenges to the acculturation of players and also areas where assistance should be focused in order to be of the most benefit. All interview subjects believed the support currently provided for Latin-American players was effective, but that there are still areas where improvements can be made. Future research should explore acculturation from current players‟ perspectives, instead of taking a front-office approach, and would not only provide information on the player‟s opinions of current acculturative practices, but also their attitudes and beliefs about acculturation and whether they view it as a positive or negative experience.