Matching Items (26)
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Communication skills within dating contexts are developed during the adolescent years, and are associated with a lifelong ability to have satisfying, enduring, and non-violent partnerships. As such, they are currently and increasingly implemented into both more general forms of healthy relationship education, as well as that targeting the prevention of

Communication skills within dating contexts are developed during the adolescent years, and are associated with a lifelong ability to have satisfying, enduring, and non-violent partnerships. As such, they are currently and increasingly implemented into both more general forms of healthy relationship education, as well as that targeting the prevention of teen dating violence specifically. Reaching Mexican American youth with culturally and developmentally appropriate relationship education, including communication skills, may be particularly important given their earlier transitions to marital and parenting relationships, acculturative stressors that present them with unique coupling challenges, and their higher rates of teen dating violence as compared to European American youth. We know very little about how Mexican American dating couples communicate about areas of conflict. This dissertation research utilizes Bell and Naugle's (2008) framework of interpersonal violence to explore how cultural and developmental considerations may be integrated in order to better understand how communication behaviors contribute to Mexican American middle adolescents' experiences with dating conflict. I use an observational study design in order to 1.) Qualitatively explore the communication strategies used by a sample of committed couples, including integration of culturally- and developmentally-relevant contexts, 2.) Quantitatively examine whether couple-level discrepancies in acculturation are associated with observed negativity, including whether this relationship may be mediated by dissimilar gender-related beliefs, and to 3.) Review empirical findings pertaining to the communication behaviors of Mexican American adolescents and to integrate ecodevelopmental theory in said framework as informed by Papers 1, 2, and literature specific to this topic area. The ultimate aim of this dissertation research is to generate findings that may improve the dating health of Mexican American adolescents living in the United States.
ContributorsAdams, Heidi (Author) / Rankin Williams, Lela (Thesis advisor) / Marsiglia, Flavio (Committee member) / Anthony, Elizabeth (Committee member) / Arizona State University (Publisher)
Created2013
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Since the September 11, 2001 terrorist attacks and subsequent creation of the Transportation Security Administration (TSA), airport security has become an increasingly invasive, cumbersome, and expensive process. Fraught with tension and discomfort, "airport security" is a dirty phrase in the popular imagination, synonymous with long lines, unimpressive employees, and indignity.

Since the September 11, 2001 terrorist attacks and subsequent creation of the Transportation Security Administration (TSA), airport security has become an increasingly invasive, cumbersome, and expensive process. Fraught with tension and discomfort, "airport security" is a dirty phrase in the popular imagination, synonymous with long lines, unimpressive employees, and indignity. In fact, the TSA and its employees have featured as topic and punch line of news and popular culture stories. This image complicates the TSA's mission to ensure the nation's air travel safety and the ways that its officers interact with passengers. Every day, nearly two million people fly domestically in the United States. Each passenger must interact with many of the approximately 50,000 agents in airports. How employees and travelers make sense of interactions in airport security contexts can have significant implications for individual wellbeing, personal and professional relationships, and organizational policies and practices. Furthermore, the meaning making of travelers and employees is complexly connected to broad social discourses and issues of identity. In this study, I focus on the communication implications of identity and emotional performances in airport security in light of discourses at macro, meso, and micro levels. Using discourse tracing (LeGreco & Tracy, 2009), I construct the historical and discursive landscape of airport security, and via participant observation and various types of interviews, demonstrate how officers and passengers develop and perform identity, and the resulting interactional consequences. My analysis suggests that passengers and Transportation Security Officers (TSOs) perform three main types of identities in airport security contexts--what I call Stereotypical, Ideal, and Mindful--which reflect different types and levels of discourse. Identity performances are intricately related to emotional processes and occur dynamically, in relation to the identity and emotional performances of others. Theoretical implications direct attention to the ways that identity and emotional performances structure interactions, cause burdensome emotion management, and present organizational actors with tension, contradiction, and paradox to manage. Practical implications suggest consideration of passenger and TSO emotional wellbeing, policy framing, passenger agency, and preferred identities. Methodologically, this dissertation offers insight into discourse tracing and challenges of embodied "undercover" research in public spaces.
ContributorsRedden, Shawna Malvini (Author) / Tracy, Sarah J. (Thesis advisor) / Corley, Kevin (Committee member) / Alberts, Janet (Committee member) / Trethewey, Angela (Committee member) / Arizona State University (Publisher)
Created2013
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Embodied Continuity documents the methodology of Entangled/Embraced, a dance performance piece presented December, 2011 and created as an artistic translation of research conducted January-May, 2011 in the states of Karnataka and Kerala, South India. Focused on the sciences of Ayurveda, Kalaripayattu and yoga, this research stems from an interest in

Embodied Continuity documents the methodology of Entangled/Embraced, a dance performance piece presented December, 2011 and created as an artistic translation of research conducted January-May, 2011 in the states of Karnataka and Kerala, South India. Focused on the sciences of Ayurveda, Kalaripayattu and yoga, this research stems from an interest in body-mind connectivity, body-mind-environment continuity, embodied epistemology and the implications of ethnography within artistic practice. The document begins with a theoretical grounding covering established research on theories of embodiment; ethnographic methodologies framing research conducted in South India including sensory ethnography, performance ethnography and autoethnography; and an explanation of the sciences of Ayurveda, Kalaripayattu and yoga with a descriptive slant that emphasizes concepts of embodiment and body-mind-environment continuity uniquely inherent to these sciences. Following the theoretical grounding, the document provides an account of methods used in translating theoretical concepts and experiences emerging from research in India into the creation of the Entangled/Embraced dance work. Using dancer and audience member participation to inspire emergent meanings and maintain ethnographic consciousness, Embodied Continuity demonstrates how concepts inspiring research interests, along with ideas emerging from within research experiences, in addition to philosophical standpoints embedded in the ethnographic methodologies chosen to conduct research, weave into the entire project of Entangled/Embraced to unite the phases of research and performance, ethnography and artistry.
ContributorsRamsey, Ashlee (Author) / Vissicaro, Pegge (Thesis advisor) / Standley, Eileen (Committee member) / Dove, Simon (Committee member) / Arizona State University (Publisher)
Created2012
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ABSTRACT The present study examined the relationship between the experience of trauma during childhood (ages birth -12 years) and life satisfaction in adulthood (ages of 30-45) in a sample of convenience consisting of eight (8) adults, six (6) women and two (2) men, who volunteered to participate in this qualitative

ABSTRACT The present study examined the relationship between the experience of trauma during childhood (ages birth -12 years) and life satisfaction in adulthood (ages of 30-45) in a sample of convenience consisting of eight (8) adults, six (6) women and two (2) men, who volunteered to participate in this qualitative study, and self-identified as having experienced trauma between birth and age 12 years. Participants were asked to describe the trauma(s) they experienced in childhood and to discuss their thoughts and feelings about present circumstances in their lives, and how their lives have been impacted by the trauma they experienced. Data were collected via in-person interviews that were audio-taped and transcribed. The data were analyzed using a process of thematic coding. Nine (9) emotional themes were identified: aggression, anger, fear, frustration, helplessness, insecurity, irritability, loneliness and sadness. Participants reported a variety of traumas experienced, and their responses to difficult experiences were varied. Participants reported being impacted differently in eight domains of life that were examined in the study: mood related problems, self-care, social support, primary partner relationship, career, decision to have children, parenting and adult life satisfaction. All participants stated they had been impacted by early life trauma, and all stated that early-experienced trauma(s) had an impact on their life satisfaction in adulthood. Inter-coder reliability for emotional thematic codes and domains of life impacted by early trauma was .82.
ContributorsCrawford, Sarah (Author) / Moore, Elsie (Thesis advisor) / Stamm, Jill (Committee member) / Caterino, Linda (Committee member) / Arizona State University (Publisher)
Created2013
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This study intended to identify what children's perceptions and experiences are with contact improvisation and how these experiences relate to their education; their understanding of being an individual within a community; and their physical, social, and intellectual development. An interpretive phenomenological research model was used, because this study aimed to

This study intended to identify what children's perceptions and experiences are with contact improvisation and how these experiences relate to their education; their understanding of being an individual within a community; and their physical, social, and intellectual development. An interpretive phenomenological research model was used, because this study aimed to understand and interpret the children's experience with contact improvisation in order to find meaning relating to the form's possible benefits. The research was conducted over the course of ten weeks, which included classes, interviews, discussions, questionnaires, and journals. This study showed that contact improvisation empowered the children, opened the children's awareness, developed critical thinking, and created a deeper understanding and trust of the self and relationships formed within the class. The experiences found through teaching contact improvisation to these children showed that there are benefits to teaching children the form.
ContributorsCrissman, Angel (Author) / Schupp, Karen (Thesis advisor) / Dyer, Becky (Committee member) / O'Donnell, Timothy (Committee member) / Arizona State University (Publisher)
Created2014
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This dissertation examines people's place experiences more fully than has been done by others in the field of education, and in doing so, it opens new ways of thinking about place in place-based education. Place-based education, in its effort to connect educational processes with the local places in which students

This dissertation examines people's place experiences more fully than has been done by others in the field of education, and in doing so, it opens new ways of thinking about place in place-based education. Place-based education, in its effort to connect educational processes with the local places in which students and teachers carry out their daily lives, has become an increasingly popular reform movement that challenges assumptions about the purpose and meaning of education in a rapidly globalizing world. Though the scholarship on place-based education describes, justifies, and advocates for turning the educational focus toward local places, it does not necessarily bring forth an explicit understanding of how people experience place.

Grounded in phenomenology, this qualitative study explores the place experiences of five individuals who were born and raised in the White Mountains of eastern Arizona. Experiential descriptions were gathered through three, in-depth, iterative interviews with each participant. Documents considered for this study included interview transcriptions as well as photographs, observations, and descriptions of places in the White Mountains that were deemed significant to the individuals. A phenomenological framework, specifically Edward Relph's explications of place and insideness and outsideness, structured the methodological processes, contextualized participant narratives, and facilitated and informed an understanding of participants' place experiences.

Through the coding and analyzing of interviews for common themes and subthemes, as well as through the crafting of individual profiles, participant place experiences emerged as a dialectical relationship between insideness and outsideness and consisted of Part-of-Place (play-and-exploration, cultivation-of-place, stories-of-place, dangerous-endeavors, and care-of-place), Place-Sensations (remarkable-moments, sensory-triggers, and features-marked-in-time), and Ruptures-in-the-Place-World (pivotal-moments, barriers-borders-boundaries, drastic-changes, and injuries).

While the research was exploratory and only investigated a limited number of place experiences, the findings, coupled with theoretical and conceptual understandings of place anchored in phenomenological perspectives, strengthen a discussion in place-based education of place, how place is experienced, and how these experiences matter in people's lives. Furthermore, the findings of this dissertation support a proposed pedagogical method that blends place-based education and culturally relevant practices into a place-responsive pedagogy.
ContributorsNolan, Erin Anacortez (Author) / Mccarty, Teresa (Thesis advisor) / Romero-Little, Mary Eunice (Thesis advisor) / Barnhardt, Ray (Committee member) / Arizona State University (Publisher)
Created2015
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The goal of this research was to contribute to the understanding of how the physical design of Intensive Care Unit (ICU) environments may be improved to enhance nursing communication, and in turn, the quality and safety of patient outcomes. This study was guided by two research questions: (1) What are

The goal of this research was to contribute to the understanding of how the physical design of Intensive Care Unit (ICU) environments may be improved to enhance nursing communication, and in turn, the quality and safety of patient outcomes. This study was guided by two research questions: (1) What are the major characteristics of nurse communication in a hybrid ICU nurse station design? (2) What are the factors in the built environment that enhance or hinder nurse communication in a hybrid ICU nurse station design? The research design was exploratory and qualitative. Observations were conducted in two ICUs with hybrid nurse station layouts. Participant observation was used to systematically observe and document nurse communication and the physical attributes of the ICU nurse work environment that affect communication. Literature, observations, and information regarding staffing and design about the selected ICUs were analyzed for the generation of concepts and the exploration of significant themes. Results show that nurse interactions with other staff members varied within the different zones of the ICU pod. A biaxial map illustrates four key types of core nurse communication interactions: At ease, On guard, In motion, and On the edge. The quadrants representing barriers to nurse communication are On guard and On the edge, and included interactions with other staff members in the pod. The quadrants representing facilitators to nurse communication are At ease and In motion. The hybrid nurse station layout supported nurse-nurse communication, but not communication interactions with other staff members present on the pod. The results provide a broad understanding of how nurse communication is affected by the environment in which nurses work, and allows for the emergence of design opportunities to enhance nurse communication.
ContributorsNewcomb, Emily Michelle Darling (Author) / Lamb, Gerri (Thesis advisor) / Stein, Morris (Thesis advisor) / Wolf, Peter (Committee member) / Arizona State University (Publisher)
Created2011
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This study explores experiences of women as they pursue post-secondary computing education in various contexts. Using in-depth interviews, the current study employs qualitative methods and draws from an intersectional approach to focus on how the various barriers emerge for women in different types of computing cultures. In-depth interviews with ten

This study explores experiences of women as they pursue post-secondary computing education in various contexts. Using in-depth interviews, the current study employs qualitative methods and draws from an intersectional approach to focus on how the various barriers emerge for women in different types of computing cultures. In-depth interviews with ten participants were conducted over the course of eight months. Analytical frameworks drawn from the digital divide and explorations of the role of hidden curricula in higher education contexts were used to analyze computing experiences in earlier k-12, informal, workplace, and post-secondary educational contexts to understand how barriers to computing emerge for women. Findings suggest several key themes. First, early experiences in formal education contexts are alienating women who develop an interest in computing. Opportunities for self-guided exploration, play, and tinkering help sustain interest in computing for women of color to engage in computing at the post-secondary level. Second, post-secondary computing climates remain hostile places for women, and in particular, for women of color. Thirdly, women employ a combination of different strategies to navigate these post-secondary computing cultures. Some women internalized existing dominant cultures of computing programs. Others chose exclusively online programs in computing to avoid negative interactions based on assumptions about their identity categories. Some women chose to forge their own pathways through computing to help diversify the culture via teaching, creating their own businesses, and through social programs.
ContributorsRatnabalasuriar, Sheruni (Author) / Romero, Mary (Thesis advisor) / Margolis, Eric (Committee member) / Lim, Merlyna (Committee member) / Arizona State University (Publisher)
Created2012
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More than simply a source of income, work has become a central source of identity (Beder, 2000; Ciulla, 2000; Clair, McConnell, Bell, Hackbarth & Mathes, 2008; Muirhead, 2004). motivating scholars to engage in a plethora of studies examining the impact of work as a way of defining ourselves, ranging from

More than simply a source of income, work has become a central source of identity (Beder, 2000; Ciulla, 2000; Clair, McConnell, Bell, Hackbarth & Mathes, 2008; Muirhead, 2004). motivating scholars to engage in a plethora of studies examining the impact of work as a way of defining ourselves, ranging from identification with the organization (Scott, Corman, & Cheney, 1998) to the influence of work on non-work lives (Kirby, Wieland & McBride, 2006). And yet, in such volatile political and economic times, individual's identities as worker are threatened, spurring questions about how to decenter the meaning of work in our lives (Rushkoff, 2011). Despite young people's roles as organizational members, few communication scholars have considered the organizational experiences of youth as a productive area for research and theory (for exception see Myers & Sadaghiani, 2010). I adopt a discursive approach to unpack the multiple ways that discourses, at interpersonal, organizational and social levels, impact and influence youths' identity construction process (Ashcraft & Mumby, 2004; Fairhust & Putnam, 2004). I empirically demonstrate how discourses of work operate simultaneously at multiple levels, interacting and overlapping to position youth as workers. Analysis is based on interviews with youth, ages 12 to 21, participating in a popular national nonprofit organization that serves over four million youth each year. In addition to 49 one-on-one formal interviews, I observed 50 hours of a worker preparation program, which serves as an important context for priming participants and situating our conversations about work. Practically, this project illustrates the influence of organizations to mediate the relationship between discourse and identity. Methodologically, I further clarify discursive analysis as a method by explicitly articulating a concrete framework by which to identify micro-, meso-, and macro-levels of discourse. I also present a qualitative instrument for interviewing youth. Theoretically, this research offers an innovative and necessary expansion to the scope of organizational research by highlighting youth as current and future workers, pointing to the ways they are already engaged in work-life negotiation practices and considering how their micro-discursive practices serve to decenter the organization and make work and family meaningful.
ContributorsWay, Amy Kathleen (Author) / Trethewey, Angela (Thesis advisor) / Tracy, Sarah J. (Committee member) / Karin, Marcy (Committee member) / Arizona State University (Publisher)
Created2012
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This study addressed the questions: What is the experience of mindfulness by yoga masters? How can such experiences inform the counseling intervention of mindfulness? In a qualitative study, individuals who held the minimum credentials E-RYT 200 (i.e., Experienced Registered Yoga Teacher 200 Hour) were interviewed. The verbatim interviews were analyzed

This study addressed the questions: What is the experience of mindfulness by yoga masters? How can such experiences inform the counseling intervention of mindfulness? In a qualitative study, individuals who held the minimum credentials E-RYT 200 (i.e., Experienced Registered Yoga Teacher 200 Hour) were interviewed. The verbatim interviews were analyzed using the phenomenological approach. Two categories of themes emerged describing mindfulness as a state of being and a practice of awareness. The common themes describing mindfulness as a state of being include: conscious awareness, feeling bliss, the present moment, interconnectedness, and compassionate evolution. The common themes describing mindfulness as a practice of awareness include: waking the body, balanced practice, the power of pranayama, refining abilities, obstacles to awareness, a holistic practice, and external supports. The results of this study suggest that mindfulness is multifaceted and ephemeral; however, with regular practice it becomes more consistently maintained. As a practice of awareness, mindfulness develops through a hierarchy of techniques moving from the external to the internal including both self and other. Discussion focuses on how these experiences can be applied in counseling interventions.
ContributorsBeyer, Gina (Author) / Kinnier, Richard (Thesis advisor) / Glidden-Tracey, Cynthia (Committee member) / Hutchinson, Joel (Committee member) / Arizona State University (Publisher)
Created2012