Matching Items (38)
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- All Subjects: Counseling psychology
- All Subjects: Education
- Creators: Kinnier, Richard
- Creators: Fischman, Gustavo
Description
Over recent decades, euthanasia has been a topic of increasing debate. With legalization of euthanasia in the states of Oregon and Washington and attempted reform in several other U.S. states and nations worldwide, it has become increasingly important to understand the roles and values of helping professionals who might be working with clients considering this option. The current study targeted 85 undergraduate students, 54 doctoral students in counseling psychology, and 53 doctoral-level professionals in psychology to assess both their personal values regarding euthanasia and their willingness to allow a client the autonomy to make a decision about euthanasia. Several factors were analyzed in regards to their relation to client autonomy and attitudes toward euthanasia, including age of client and sex of client. These variables were manipulated in vignettes to create four scenarios: a 24 year old male, 24 year old female, 80 year old male, 80 year old female. Other factors included level of education of the participant, spirituality and strength of religiosity of the participant, and personal experiences with deaths of friends or family members. Results indicated that more education was associated with greater support for euthanasia and that stronger religiosity and spirituality were related to less support for euthanasia. This study also found that participants did not exhibit differential levels of support based solely on the age or the sex of the client depicted in the vignette. Results further indicated that for doctoral students and professionals the loss of a loved one, regardless of cause of death, did not have a significant effect on their attitudes toward euthanasia. It is important for training programs to be aware of these findings in order to monitor trainees in terms of personal biases in the therapy relationship. With objectivity a high priority while working with clients, it is necessary to be aware of outside factors potentially influencing one's work with clients surrounding this value-laden issue.
ContributorsBevacqua, Frank (Author) / Robinson-Kurpius, Sharon (Thesis advisor) / Kinnier, Richard (Committee member) / Homer, Judy (Committee member) / Arizona State University (Publisher)
Created2011
Description
This work analyzed the role of interpersonal problems in interaction with ethnicity to predict psychotherapy outcome. A total of 262 individuals, who underwent psychotherapy at a counseling training facility, completed the Outcome Questionnaire-45 (OQ-45) and the reduced version of the Inventory of Interpersonal Problems (IIP-32). This study posited the following research question: Is the magnitude of the effect of ethnicity on treatment outcome conditional on certain IP dimensions (dominance or affiliation)? The purpose of this research was to determine whether or not ethnicity, represented by 3 ethnic groups (Whites, Hispanics, and Asians), was related to treatment outcome, and if this relationship was moderated by two interpersonal distress dimensions: dominance and affiliation. The results of the hierarchical regression analyses indicated that ethnicity did not predict post-treatment outcome gain, and neither affiliation nor dominance was a moderator of the relationship between outcome and ethnicity.
ContributorsJimenez Arista, Laura E (Thesis advisor) / Tracey, Terence (Committee member) / Kinnier, Richard (Committee member) / Claiborn, Charles (Committee member) / Arizona State University (Publisher)
Created2011
Description
An exploratory qualitative study was conducted using a grounded theory approach (Charmaz, 2006) to examine the subjective experiences of mindfulness. Semi-structured interviews were conducted with 10 individuals who practice mindfulness on a regular basis. Data analysis revealed domains related to the experience, conditions, strategies and consequences related to the practice of mindfulness. The following main themes emerged: subjective experience, mechanism of practice, use of metaphors, contextual influences, and shift in perception. An emerging theoretical model related to the experience of mindfulness is also proposed. Implications, limitations and suggestions for future research are discussed.
ContributorsMejia, Araceli (Author) / Kurpius, Sharon (Thesis advisor) / Arciniega, Miguel (Committee member) / Kinnier, Richard (Committee member) / Arizona State University (Publisher)
Created2013
Description
In this dissertation I attempt to find elements of education and curricular perspective in the Qur'an. I argue that there is little research in the field of curriculum instruction that discusses the Qur'an's educational aspects and, as a result, much ignorance of the Qur'an's material that deals with education and curricular perspective in the Qur'an. Researchers may find many materials that deal with reading, memorizing, and reciting the Qur'an, along with references that deal with science and math in the Qur'an. Therefore, this dissertation answers the question: What curriculum exists within the Quran? This dissertation is divided into five chapters exploring various aspects of the curriculum. The word "curriculum" is used in one chapter to mean developing the person as a whole in all aspects of life whether spiritual, social, or mental while in the other chapter curriculum is used to refer to methods of instruction. I concluded that curriculum in the Qur'an uses different methods of instructions to develop the individual as a whole in all aspects of life while granting freedom of choice.
ContributorsRisha, Sarah (Author) / Margolis, Eric (Thesis advisor) / Fischman, Gustavo (Committee member) / Ali, Souad (Committee member) / Arizona State University (Publisher)
Created2013
Description
This study examined the relationship that gender in interaction with interpersonal problem type has with outcome in psychotherapy. A sample of 200 individuals, who sought psychotherapy at a counselor training facility, completed the Outcome Questionnaire-45(OQ-45) and the reduced version of the Inventory of Interpersonal Problems (IIP-32). This study was aimed at examining whether gender (male and female), was related to treatment outcome, and whether this relationship was moderated by two interpersonal distress dimensions: dominance and affiliation. A hierarchical regression analyses was performed and indicated that gender did not predict psychotherapy treatment outcome, and neither dominance nor affiliation were moderators of the relationship between gender and outcome in psychotherapy.
ContributorsHoffmann, Nicole (Author) / Tracey, Terence (Thesis advisor) / Kinnier, Richard (Committee member) / Homer, Judith (Committee member) / Arizona State University (Publisher)
Created2013
Description
This study explored the motivation and persistence factors for non-professional athletes who decided after the age of 40 to begin training for an IRONMAN distance triathlon. The qualitative methodology of grounded theory (Strauss & Corbin, 1998) was used in conceptualizing and implementing the research. In-depth interviews were conducted with 10 individuals in the Southwest region of the United States. Data was coded in accordance with grounded theory methods. Motivation themes that emerged from the data centered around either initiating training for triathlon as an approach toward a specific goal or outcome, or beginning triathlon as a way to cope with personal difficulties. Obstacles to motivation also emerged, such as finances and time, injury, fear and doubt, and interpersonal difficulties. Persistence themes emerged that centered around either taking active steps to help continue training and relying on internal traits or characteristics to promote persistence. Data are discussed in terms of how these individuals adopt triathlon as a part of their lifestyle and identity, and how they come to persist in training beyond IRONMAN.
ContributorsLiddell, T. Michael (Author) / Claiborn, Charles (Thesis advisor) / Kinnier, Richard (Committee member) / Margolis, Eric (Committee member) / Arizona State University (Publisher)
Created2013
Description
Legislative changes and discussions about the United States falling further and further behind other nations in science, technology, engineering, and math (STEM) achievement are growing. As they grow, STEM instruction in elementary school has earned its place as a national area of interest in education. In the case of Ivory School District, teachers are being asked to radically change their daily practices by consistently implementing inquiry-based STEM experiences in their classrooms. As such, teachers are being asked to scale a divide between the district expectations and their knowledge and experience. Many fourth grade educators are teachers who have been trained as generalists and typically do not have specific background or experience in the philosophy, instructional strategies, or content associated with STEM. Using a prototype approach, this study aims to understand how such teachers conceptualize STEM instruction and the relationship between their experience and conceptions.
ContributorsKenney, Meghan (Author) / Fischman, Gustavo (Thesis advisor) / Powers, Jeanne (Committee member) / Rasch, Katherine D (Committee member) / Arizona State University (Publisher)
Created2013
Description
Examining the elements of the hidden curriculum in theatre education allows theatre educators the opportunity to reflect on their own pedagogy and its effects on the learner. The hidden curriculum refers to the unspoken or implicit values, norms, and beliefs that are transmitted through tacit messages. When the hidden curriculum remains veiled, the impact on the learner's education and socialization process can perpetuate gender, race, and class inequalities. In order to understand how the hidden curriculum manifests itself in theatre classrooms, we have to look at schools as "agents of legitimation, organized to produce and reproduce the dominant categories, values, and social relationships necessary for the maintenance of the larger society" (Giroux, 1983, p. 72). This qualitative study examined the hidden curriculum in theatre at the secondary level and looked at theatre teachers' pedagogy in reproducing elements of the hidden curriculum. Interviews, naturalistic observation, and a researcher reflective journal were employed in the data collection process to better understand: a) the elements of hidden curriculum that appear in theatre education at the secondary level, b) how the pedagogical practices of theatre teachers support societal structures, and c) how the hidden curriculum in theatre reinforces gender, race, and social class distinctions. Data were then coded and analyzed to find emergent themes. Multiple theoretical perspectives serve as a conceptual framework for understanding the hidden curriculum, and provide a neglected perspective of the hidden curriculum in theatre education. The theatre classroom provides a unique space to view hidden curriculum and can be viewed as a unique agent of social change. Themes related to the first research question emerged as: a) privileges for older students, b) school rules, c) respect for authority, d) acceptance of repetitive tasks, and c) punctuality. Themes related to the second research question emerged as: a) practices, b) procedures, c) rules, d) relationships, and e) structures. Finally, themes related to the third question emerged as: a) reinforcement of social inequality, b) perpetuation of class structure, and c) acceptance of social destiny. The discussion looks at the functions of theatre pedagogy in the reproduction of class, inequality, and institutionalized cultural norms.
ContributorsHines, Angela R (Author) / Saldana, Johnny (Thesis advisor) / Malewski, Erik (Committee member) / Fischman, Gustavo (Committee member) / Arizona State University (Publisher)
Created2013
Description
The presence of language minority students in American schools is a growing phenomenon in present-day times. In the year 2008, almost 11 million school-age children spoke a language other than English at home. Educational language policy is largely influenced by the attitudes that society holds regarding the presence of language minority speakers in the community. One of the sources of these attitudes is the written press. This research aimed at identifying and analyzing the ideologies that newspapers display in connection with language minority speakers. The underlying assumption of the study was that the English language occupies a dominant position in society, thus creating a power struggle in which speakers of other languages are disenfranchised. Using critical theory as the theoretical framework enabled the study to identify and oppose the ideologies that may reproduce and perpetuate social inequalities. The methodological approach used was critical discourse analysis (CDA) which aligns with the main tenets of critical theory, among them the need to uncover hidden ideologies. The analysis of articles from English-language (The Arizona Republic and the East Valley Tribune) and Spanish-language (La Prensa Hispana) newspapers allowed for the identification of the ideologies of the written press in connection to two main hypothetical constructs: education and immigration. The analysis of the results revealed that the three newspapers of the study held specific ideologies on issues related to the education of language minority students and immigration. Whereas the East Valley Tribune showed an overarching ideology connected to the opposition of immigrant students in schools, the hegemonic position of theEnglish language, and a belligerent stance toward the immigrant community, The Arizona Republic showed a favorable attitude to both English Language Learners and immigrants, based on reasons mainly related to the economic interest of the state of Arizona. La Prensa Hispana, on the other hand, showed ideologies favorable to the immigrant community based on humanitarianism. In summary, the results confirm that newspapers hold specific ideologies and that these ideologies are reflected in the content and the manner of their information to the public.
ContributorsGonzález-Carriedo, Ricardo (Author) / Ovando, Carlos (Thesis advisor) / Wiley, Terrence (Thesis advisor) / Fischman, Gustavo (Committee member) / Mccarty, Teresa (Committee member) / Arizona State University (Publisher)
Created2012
Description
ABSTRACT High numbers of dropouts can be found throughout the country, but research has shown the problem to be most prevalent in minority communities. Although the majority of dropouts were Anglo, the highest event dropout rates were found among American Indians, Hispanics and African Americans. This descriptive study investigated how students negotiate school structure, social supports, and cultural identity to gain an insider or "emic" perspective on youth decision-making regarding whether to drop out or remain in school. Research was conducted in a suburban school district with a high school population of over 10,000 students in grades 9 through 12. Student selection was based on criteria developed through an analysis of district data of students that had dropped out of school over a three-year period from the 2006-2007 to 2008-2009 school years. In-depth semi-structured interviews were conducted with seven participants of high school age. These participants were placed in one of three sample groups that fit the dropout profile. These groups were (1) students currently attending high school, (2) students who dropped out prior to completing graduation requirements, and (3) students who had graduated. The findings in this study will benefit the educational community as it relates to K-12 education and students leaving school (dropping out). Educators and administrators will be able to evaluate the findings of the study to review current practices and policies within their organization. The data will also give administrators the opportunity to develop and implement programs that can assist students in staying in school.
ContributorsGilbert, Craig (Author) / Kozleski, Elizabeth B. (Thesis advisor) / Fischman, Gustavo (Committee member) / Deprez, Suzie (Committee member) / Arizona State University (Publisher)
Created2012