Matching Items (5)
Filtering by
- All Subjects: Resilience
- All Subjects: Family communication
- Creators: Waldron, Vincent
- Status: Published
Description
In order to adapt to a new culture and new language, children of immigrant families are faced daily with the responsibility of being the intermediaries between the family and the host culture through their language proficiency (Weisskirch & Alva, 2002). This thesis looks into the experiences of English-Spanish bilingual children as they bridge the gap between the family and the non-Spanish speaking community through their interpreting/translating skills. With an emphasis on children of Mexican-origin, the goal is to further understand and illuminate how these children manage this communication in an adult society, their feelings and thoughts about their experiences, and the child's perceptions about the influence that this experience may or may not have on their future. A sample of seventeen children agreed to participate in a semi-structured face-to-face interview to share their experiences. The data from these interviews were analyzed using a thematic analysis approach (Braun & Clarke, 2006). A priori themes of circumstantial bilingual and adaptive parentification were the initial focus of the research while being open to emerging themes. The children's accounts of their experiences indicated primarily that the Mexican-origin values of familism and respeto (respect) were a significant influence on them when they interpreted/translated for their family. With these traditional cultural values and norms as the groundwork, the sub-themes of normalcy and stress emerged as supportive elements of the circumstantial bilingual experience. Furthermore, the theme of adaptive parentification and the sub-themes of choice, expectation/responsibility to assist, and equality to parents offered further insight on how adaptive parentification can result as the roles of these children change. There was an emergent theme, identity negotiation, which increases our understanding of what the circumstantial bilingual child encounters as the attempt is made to negotiate his identity as an individual who has to mediate language between two opposing cultures. Due to the language brokering responsibility that are bestowed upon these children, it is concluded that communicative support by the parents is a necessary component of the parent-child relationship in order to nurture and develop these children as they negotiate and create their identity to become the successful leaders of tomorrow.
ContributorsCayetano, Catalina (Author) / Mean, Lindsey (Thesis advisor) / Waldron, Vincent (Committee member) / Gaffney, Cynthia (Committee member) / Arizona State University (Publisher)
Created2013
Description
Abstract Communication scholars have begun to contribute to the theoretical understanding of resilience as a dynamic and collaborative process, which can be talked into being (Buzzanell, 2010). Previous research has examined the role of resilience in romantic couples, however, has focused disproportionately on heterosexual couples. This offers a limited, and singular understanding of how resilience is developed and sustained in romantic relationships. To better understand the scope and breadth of resilience, this study examined five same-sex couples through an in-depth qualitative case study analysis. The purpose of this study was to contribute to the small body of existing data, as well as, enhance our understanding of how resilience works in other contexts. Data was analyzed for thematic patterns, and compared to existing data on same-sex relationships. The findings supported that resilience is a collaborative process that is facilitated by communication. There were some discrepancies from the data collected in this study compared to previous findings; however, due to the small sample size, findings from this study cannot be generalized to the larger population.
ContributorsHartt, Cori Ann (Author) / Waldron, Vincent (Thesis director) / Kelley, Doug (Committee member) / Barrett, The Honors College (Contributor) / School of Social and Behavioral Sciences (Contributor)
Created2015-05
Description
The objective of this project was to develop a forgiveness training program to be used at a corporate level in addition to the current conflict management strategies. In addition to teaching the value of forgiveness, this search also touches on resilience and how forgiveness increases our personal resiliency. Forgiveness and resilience have been closely linked in previous forgiveness research as they relate to reconciliation. Based on the research, forgiveness has been widely talked about in relation to religious practices, however it is now being discussed in relation to communication. In order to understand forgiveness as a communication process, one has to understand where it began and how the definition of forgiveness has evolved overtime. This project looks at how forgiveness creates value for the individual in terms of the relationship and expresses why forgiveness and reconciliation are not mutually exclusive. Forgiving an individual does not always lead to reconciling the relationship; however, making it so the individuals can continue working together is the goal at work. A key part of understanding forgiveness is being able to identify what forgiveness is not, as much of what we have been taught from a young age is the exact opposite. Adult learners are much different from any other type of learners due to the level of life experience they have -- which can often make it more challenging to rewrite concepts, like forgiveness. This project identifies the best ways to teach adult learners through the use of interactive handouts and videos that demonstrate the power of forgiveness in our day-to-day lives.
ContributorsKartes, Chloe Verginia (Author) / Waldron, Vincent (Thesis director) / Kelley, Douglas (Committee member) / School of Social and Behavioral Sciences (Contributor, Contributor) / W. P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
Building on research on family communication and forgiveness, this study seeks to understand how families communicate the value and practice of forgiveness. Through semi-structured interviews, the study asks participants to recall their formative conversations and experiences about forgiveness with their family members and to discuss how those conversations influenced their current perspectives on forgiveness. Interviews from five female undergraduate students yielded seven main themes from where individuals learn how to forgive: 1) Sibling conflicts, 2) Family conversations about friendship conflicts, 3) Conversations with Mom, 4) Living by example, 5) Take the high road, 6) “Life’s too short”, and 7) Messages rooted in faith and morality.
ContributorsPrivatsky, Madysen Mae (Author) / Edson, Belle (Thesis director) / Kloeber, Dayna (Committee member) / Hugh Downs School of Human Communication (Contributor) / Watts College of Public Service & Community Solut (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
Suicidality, understood as the risk of suicide with intent or the idea of suicide, has been increasingly prevalent in our country, yet the topic of suicidality is one that is often spoken in hushed tones and behind closed doors (Pam, 2013). While suicide statistics trend upwards, there is a growing need to understand representations of suicidality, particularly within media (Centers for Disease Control, 2017). This thesis looks to explore the representations of suicidality in media, specifically Netflix’s original series, Thirteen Reasons Why. Data collection for this thesis will be collected from online social media forums dedicated to the show in the form of episode discussions reflecting on each episode in the season. Through an emergent, grounded analysis, this paper will address current representations of suicidality within Thirteen Reasons Why as well as identify common themes found in online social media forums. This research established common themes of resilience-enhancing, community building, and individuals feeling at-risk or triggered by representations of suicidality in Thirteen Reasons Why as found throughout the online social media forums.
ContributorsTaylor, Katlyn (Author) / Nadesan, Majia H (Thesis advisor) / Walker, Michael (Committee member) / Waldron, Vincent (Committee member) / Arizona State University (Publisher)
Created2020