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Empathetic Expressions Scale (EES) for Negative and Positive Events, to evaluate expressions of empathy from the receiver perspective, and to provide initial evidence for empathetic expressions as a separate construct from the empathy experience. A series of studies were conducted using three separately collected sets of data. Through the use of Exploratory Factor Analysis (EFA), the EES for Negative Events and the EES for Positive Events were created from the emerged factors. A five-factor structure emerged for the EES for Negative Events, which include Verbal Affirmation, Experience Sharing, Empathetic Voice, Emotional Reactivity, and Empathetic Touch. This scale was found to have good convergent and discriminant validity through the process of construct validation and good local and model fit through Confirmatory Factor Analysis (CFA). A four-factor structure and two-factor structure emerged for the EES for Positive Events. The four factors include Verbal Affirmation, Experience Sharing, Empathetic Voice, and Emotional Reactivity. The two factors in the second structure include Celebratory Touch and Hugs.The final study focused on evaluating different empathetic expressions from the receiver perspective. From the receiver perspective, the participants rated five types of empathetic expressions in response to negative or positive events disclosure. According to the findings, Emotional Reactivity was rated as the most effective empathetic expression in negative events on both levels of supportiveness and message quality scales whereas Verbal Affirmation received the lowest ratings on both criteria. In positive events, Experience Sharing was evaluated as the most supportive and highest quality message whereas Verbal Affirmation was evaluated the lowest on both criteria. Taken together, the series of studies presented in this dissertation provided evidence for the development and validity of the EES for Negative and Positive Events.
This study sought to inform the curriculum of crew resource management (CRM) for multi-pilot flight deck operations. The CRM curriculum requires continued reexamination to ensure safe flight in the changing demographic of flight decks in the US. The study calls attention to the CRM curriculum’s insufficient inclusion of robust training components to address intercultural communication skills and conflict management strategies.
Utilizing a phenomenological approach, the study examined the communicative experiences of African American female military and airline transport pilots on the flight deck and within the aviation industry. Co-cultural theory was used as a theoretical framework to investigate these co-researcher’s (pilots) experiences. A parallel goal of the investigation was to better understand raced and gendered communication as they occur in this specific context—the flight deck of US airlines and military aircraft.
The researcher conducted in-depth semi-structured interviews and shadowed two co-researchers (pilots) for a period of days and built a relationship with them over the course of one year. Eight years of preparation working in the airline industry situated the researcher for this study. The researcher collected stories and interviews during this time immersed in industry. The data collected offers initial insights into the experiences of non-dominant group members in this unique organizational environment.
The study’s findings are reported in the form of a creative
arrative nonfiction essay. This effort was twofold: (1) the narrative served to generate a record of experiences for continued examination and future research and (2) created useful data and information sets accessible to expert and non-expert audiences alike.
The data supports rationalization as a co-cultural communication strategy, a recent expansion of the theory. Data also suggests that another strategy—strategic alliance building—may be useful in expanding the scope of co-cultural theory. The proposed assertive assimilation orientation identifies the intentional construct of alliances and warrants further investigation.
Three conceptual constructs, each composed of three categories, that described the different (im)migrant experiences in this study emerged through data analysis. The first of these conceptual constructs was the racialized/ing (im)migrant experience that categorically was divided into systemic exclusions, liminal exclusions, and micro-social contextual exclusions. The second concept that emerged was the passed/ing (im)migrant experience where (im)migrant university students shared that they felt they had a systemic pathway to citizenship and/or that their immigration authorization gave them privilege. This concept was also categorically divided into systemic inclusions, liminal inclusions, and micro-social contextual inclusions. The last concept was the negotiated/ing (im)migrant experience, which described ways that (im)migrant university students negotiated their space/place in the public sphere while attending a large, public university in Arizona. As with the other two concepts, three categories emerged in relation to negotiated/ing (im)migrant experience: systemic negotiations, liminal negotiations, and micro-social contextual negotiations. It is (im)migrant university student experiences that give individuals a better understanding of the complexities that surround immigration. The (im)migrant narratives also highlight that inclusion and exclusion from the public sphere is a complex and dynamic process because all (im)migrant students, including U.S. citizens, experienced moments of inclusion and exclusion from the U.S. public sphere.
This qualitative multi-method research project gathered survey, interview, and visual data through online platforms. Participants were TCKs over age 40 who self-selected as having a positive identity. A modified grounded analysis revealed several key findings connected to agency development, choice making, communication filters, and framing of positivity. Factors contributing to characteristics of a positive identity included sending organization, total number and frequency of moves, and degrees of difference among their cultural contexts.
This qualitative research study’s main objective is to explore how Latinas/os in South Phoenix, Arizona perceive the impact of the light rail construction. This phenomenological study utilizes three data sources: pláticas (individual interviews), intergenerational pláticas (focus groups), and a mapping exercise. The theoretical framework is composed of three theories—Ecological Systems Theory, Critical Race, Theory, and Latina/o Critical Theory—which serve as the basis for analyzing the co-collaborators’ lived experiences in relation to the light rail. They view this ongoing development project as symbolic of changes that have taken place in South Phoenix that do not take into account the will of the residents, but rather emphasize the ways that city officials disregard the opinions of residents. Co-collaborators’ experiences related their perceptions, decision-making, and the coping skills they have developed during the construction of the light rail, which I consolidated into five themes: 1) Conexión Emocional con el Sur de Phoenix/Emotional Connection to South Phoenix, 2) Conexión Histórica con el Sur de Phoenix/Historical Connection to South Phoenix, 3) Esperanza y Miedo/Hope and Fear, 4) Movilidad/Mobility (Movilidad Social/Social Mobility y/and Transportación/Transportation), and 5) El Derecho a Quedarse en un Vecindario Transformado/The Right to Remain in a Transformed Neighborhood. The study concludes with implications for social work praxis and recommendations for further study and strategies derived from these findings.