ASU Electronic Theses and Dissertations
This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.
In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.
Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.
Displaying 1 - 3 of 3
Filtering by
- All Subjects: Teacher Education
- All Subjects: Mental health personnel
- Creators: Koro-Ljungberg, Mirka
Description
Since the field of Physical Education carries a broader role of physical activity promotion, it is important for Physical Educators to take leadership roles in Comprehensive School Physical Activity Programs (CSPAP) in schools. Hence, it has been emphasized that Physical Education Teacher Education (PETE) programs may need to prepare PETE majors adequately to promote physical activity beyond quality Physical Education programs in schools. The purpose of this study was to explore the current extent of CSPAP preparation in PETE programs (e.g., curricula and practices).
The first phase of this study comprised a nationwide survey study on PETE programs’ curriculum and experiences for CSPAP implementation. A total of 144 programs completed the online survey about curriculum and learning experiences for the CSPAP components. Descriptive statistics, frequency analysis, chi-square statistics, and analysis of variance were used to analyze data. Findings indicated that 107 of 144 PETE programs (74.3%) had no learning experiences for CSPAP. The prevalent type of learning experiences was incorporating CSPAP components in the existing courses. Field experiences were not frequently used for CSPAP preparation. PETE personnel expressed the utility of field experiences as an ideal CSPAP learning experience.
The second phase of this study addressed PETE majors’ perceptions and learning experiences related to CSPAP in PETE programs. Fourteen PETE students from six programs participated in this study and shared their experiences in PETE programs. Data were collected through a short survey, one formal interview, field images, document gathering, and a follow-up survey. Descriptive statistics, constant comparison, and analytic induction techniques were used to analyze the data. Evidence from interviews, photos, and documents revealed three common themes: a) introducing CSPAP through courses, (b) lacking programmatic experiences in CSPAP implementation (i.e., practice doing it), and (c) interpersonal skills (e.g., communication or cooperation) as a key for CSPAP but limited preparation. Participants’ perception of the role of Physical Educators as physical activity directors evolved during their training.
Expanding existing courses for CSPAP preparation would be a feasible way to introduce CSPAP framework. Additional efforts to include hands-on learning experiences for all CSPAP components in PETE programs should be made.
The first phase of this study comprised a nationwide survey study on PETE programs’ curriculum and experiences for CSPAP implementation. A total of 144 programs completed the online survey about curriculum and learning experiences for the CSPAP components. Descriptive statistics, frequency analysis, chi-square statistics, and analysis of variance were used to analyze data. Findings indicated that 107 of 144 PETE programs (74.3%) had no learning experiences for CSPAP. The prevalent type of learning experiences was incorporating CSPAP components in the existing courses. Field experiences were not frequently used for CSPAP preparation. PETE personnel expressed the utility of field experiences as an ideal CSPAP learning experience.
The second phase of this study addressed PETE majors’ perceptions and learning experiences related to CSPAP in PETE programs. Fourteen PETE students from six programs participated in this study and shared their experiences in PETE programs. Data were collected through a short survey, one formal interview, field images, document gathering, and a follow-up survey. Descriptive statistics, constant comparison, and analytic induction techniques were used to analyze the data. Evidence from interviews, photos, and documents revealed three common themes: a) introducing CSPAP through courses, (b) lacking programmatic experiences in CSPAP implementation (i.e., practice doing it), and (c) interpersonal skills (e.g., communication or cooperation) as a key for CSPAP but limited preparation. Participants’ perception of the role of Physical Educators as physical activity directors evolved during their training.
Expanding existing courses for CSPAP preparation would be a feasible way to introduce CSPAP framework. Additional efforts to include hands-on learning experiences for all CSPAP components in PETE programs should be made.
ContributorsKwon, Ja Youn (Author) / Kulinna, Pamela H (Thesis advisor) / Van Der Mars, Hans (Committee member) / Beardsley, Audrey A (Committee member) / Koro-Ljungberg, Mirka (Committee member) / Arizona State University (Publisher)
Created2016
Description
Sexual trafficking, the commercial sexual exploitation of individuals for profit, is reported to occur around the world. Tens of thousands of women and children are reported to be trafficked into the United States each year. Reports indicate a negative impact on an individual’s physical, mental, and interpersonal health. Presently, therapeutic models have been proposed but not yet formalized. Current training programs are not focused on developing therapeutic skills. The primary researcher developed the present study to discern an understanding of the lived experience of mental health professionals who have provided therapy with this population. Moreover, the primary researcher sought to understand how these mental health professionals view current preparation programs.
The present study used qualitative inquiry to examine the experience of practitioners in this field. Constructivism was used to center upon each interviewees’ description of their lived experience. Inductive thematic analysis was conducted to analyze the data generated within each interview. Thematic structures were intricately linked to the data generated by focusing on the internal elements of the interview rather than a pre-conceived structure. Validation was employed through analytic memo writing and audits.
Findings were consistent with core components of therapy; however, analysis yielded some themes specific to therapy with survivors of sexual trafficking. Interviewees shared a common practice of conceptualizing each client and a motivation to build a safe and collaborative relationship, provide focused therapeutic structure, and support their clients beyond the average boundaries of therapy. Interviewees reported a minimal amount of interaction with training programs due to scarcity.
The findings suggest an increased need for training programs to prepare professionals to provide therapy with this population. Interviewees described a need for sensitive and specific trauma therapy training, consistent with suggestions in the literature. Future research may include further investigation into training programs when more have been developed. Interdisciplinary teams were a common desire among interviewees. Future research may explore the efficacy of interdisciplinary teams with this population. Finally, interviewees indicated advocacy work as an intricate part of their role as a therapist with this population and future research could investigate how this may impact the therapeutic relationship.
The present study used qualitative inquiry to examine the experience of practitioners in this field. Constructivism was used to center upon each interviewees’ description of their lived experience. Inductive thematic analysis was conducted to analyze the data generated within each interview. Thematic structures were intricately linked to the data generated by focusing on the internal elements of the interview rather than a pre-conceived structure. Validation was employed through analytic memo writing and audits.
Findings were consistent with core components of therapy; however, analysis yielded some themes specific to therapy with survivors of sexual trafficking. Interviewees shared a common practice of conceptualizing each client and a motivation to build a safe and collaborative relationship, provide focused therapeutic structure, and support their clients beyond the average boundaries of therapy. Interviewees reported a minimal amount of interaction with training programs due to scarcity.
The findings suggest an increased need for training programs to prepare professionals to provide therapy with this population. Interviewees described a need for sensitive and specific trauma therapy training, consistent with suggestions in the literature. Future research may include further investigation into training programs when more have been developed. Interdisciplinary teams were a common desire among interviewees. Future research may explore the efficacy of interdisciplinary teams with this population. Finally, interviewees indicated advocacy work as an intricate part of their role as a therapist with this population and future research could investigate how this may impact the therapeutic relationship.
ContributorsBarclay, Ryan (Author) / Pereira, Jennifer (Thesis advisor) / Kinnier, Richard (Thesis advisor) / Koro-Ljungberg, Mirka (Committee member) / Arizona State University (Publisher)
Created2018
Description
Though National Board Certified Teachers (NBCTs) in Arizona have been identified as leaders on a national level, they do not have comparable opportunities to lead within their local contexts or engage in leadership and collaboration activities that align with Interstate Teacher Assessment and Support Consortium (InTASC) Standard 10. The purpose of this sequential, mixed-methods study was to explore how the development of a teacher leadership community of practice for NBCTs might influence their perceptions of themselves as leaders. Social constructionism, action research, and communities of practice guided the innovation and a mixed-methods approach was used for data collection and analysis. Data illustrated NBCTs’ dichotomous feelings about leadership on local and national levels. Findings revealed that NBCTs need continued professional learning opportunities, beyond National Board Certification, to resolve feelings of isolation and fully meet all of the leadership and collaboration indicators for InTASC Standard 10. Participating in a teacher leadership community of practice (a) provided a professional learning opportunity for NBCTs, (b) improved NBCTs’ perceptions of teacher leadership and helped them define it as an active process of learning, reflection, and action, and (c) increased NBCTs’ readiness to take action as teacher leaders within their local contexts to evoke positive change.
ContributorsAdams, Alaina (Author) / Marley, Scott C. (Thesis advisor) / Koro-Ljungberg, Mirka (Committee member) / Allen, Althe (Committee member) / Arizona State University (Publisher)
Created2016