Doctor of Philosophy (PhD), Ohio University, 2019, Educational Research and Evaluation (Education)

The field of comparative and international education has followed methodological trends in social science research since the merging of the “twin” field after World War II. With increase in the use of mixed methods research about three decades ago, comparative and international education journals and scholars have worked rigorously to be part of the mixed methods movement (e.g., Copeland, McCrink, & Starratt, 2017; Ding, 2016; Kim, Choi, & Tatar, 2017; Kissau, Rodgers, & Haudeck, 2014; Wright & Schartner, 2013). Scholars have applied mixed methods to their comparative inquiry process and integrally explained the importance of using this method, with expectations that other scholars would apply this method as needed to their research. While there is an increase in the use of mixed methods research in the field of comparative and international education, the quality of reports generated from using this method is yet to be evaluated. In this study, I used a mixed research synthesis method to assess the extent to which 68 selected empirical articles from five comparative and international education journals (published from 2008 to 2018) approached the five mixed methods reporting quality domains: Transparency, integration, interpretive comprehensiveness, methodological foundation, and design quality; found in the developed Mixed Methods Reporting Quality Evaluative Protocol (MMRQEP). Subsequently, in the qualitative and mixed methods phases, 14 top-scored articles were selected for in-depth review into understanding and comparing the strategies used in approaching the five mixed methods reporting quality domains. Overall, the findings show that in the past decade, articles had relatively strong approach to transparency, integration, and interpretive comprehensiveness, while methodological foundation and design quality were approached poorly. In the qualitative phase, three main strategies—triangulation, interconnected flow, and explicit clarification were identifi (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2019, Educational Studies

Over the past few years, the retention of midlevel Student Affairs professionals has been considered an issue, but at one large Midwestern university, the retention rate of midlevel Student Affairs professionals has remained high. The goal of the study was to understand what factors are important to the retention of midlevel Student Affairs professionals and why these factors are important. This project was an explanatory sequential methods study (Creswell & Plano Clark, 2007) starting with an analysis of a quantitative theoretical model and ending with a focus group. First, the study used the structural equation model developed by Rosser and Javinar (2003) to answer the question: What factors lead to the retention of midlevel Student Affairs professionals? Second, a focus group was conducted to delve deeper into the issue of retention of midlevel Student Affairs professionals and to answer the question: Why do Student Affairs professionals choose to retain?

Doctor of Philosophy, University of Toledo, 2023, Higher Education

The purpose of this study was to explore the extent that contingent faculty from Michigan's 15 public universities engage with on and off-campus professional development (PD) to improve their teaching practice. Addressing a spectrum of research questions, this study utilized an explanatory sequential mixed-methods approach, combining quantitative surveys and qualitative interviews, to provide a nuanced understanding of the experiences and motivations of contingent faculty members. The initial quantitative phase surveyed 4,745 contingent faculty members through a web- based survey, exploring the availability of on and off-campus PD offerings and the factors influencing their participation. The subsequent qualitative phase was conducted through ten Zoom interviews with contingent faculty from nine universities. This phase delved into the various PD resources utilized by contingent faculty and the underlying motivations driving their engagement. The on-campus exploration revealed the prevalence of in-person seminars and computer-based training from Centers for Teaching and Learning (CTLs), that aligned with broader institutional trends. However, faculty interviews exposed discontent rooted in CTL unfulfilled promises, insufficient communication, and a perceived emphasis on theory over practical application. Contingent faculty expressed a strong desire for peer interactions, mentorship, and discipline-specific development, emphasizing the importance of immediately applicable knowledge. The study further explored on-campus factors influencing contingent faculty. Transitioning to off-campus PD, the study uncovered a significant commitment to continuous learning among contingent faculty. Engagement in live in-person seminars, conferences, social media, and internet resources emerged as critical elements in their professional growth. Notably, the unexpected involvement with artificial intelligence (AI) in discussions around lesson planning and academic integrity reflec (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2022, EDU Teaching and Learning

The present study attempted to examine the general trends and details of English majoring Korean EFL college students' L2 academic writing anxiety and self-efficacy and to explore potential sources of their L2 academic writing anxiety and self-efficacy. Although affective aspects in second language acquisition (SLA) have been extensively studied over time, the majority of study has focused exclusively on the negative psychological aspects (e.g., language anxiety). On the other hand, self-efficacy has been considerably explored in the field of educational psychology to discuss the relationships between self-efficacy and academic performance. In the L2 context, however, self-efficacy is a more recent topic of interest, and only a few studies have explored both L2 writing anxiety and self-efficacy. Hence, drawing on Bandura's (1986) social cognitive theoretical framework, both negative and positive psychological dimensions centered around L2 academic writing anxiety and self-efficacy were chosen as the foci of the present study. This study adopted an explanatory sequential mixed methods approach to understanding quantitative results with more in-depth qualitative data (Creswell, 2014). The first quantitative phase of the study derived from a series of statistical analyses of survey data of a total of 174 participants by using two measurement scales, Cheng's (2004) Second Language Writing Anxiety Inventory (SLWAI) and Latif's (2015) English Writing Self-Efficacy Scale (EWSS); one independent writing task from the Test of English as a Foreign Language (TOEFL); and a background information questionnaire. In the following qualitative phase, there were two sets of qualitative data: one derived from open-ended questionnaire responses from a total of 150 participants and the other from individual semi-structured interviews of 16 participants. For the interviews, based on the survey results, 16 focal participants were selected and divided into 4 groups: (a) high anxiety and l (open full item for complete abstract)

PhD, University of Cincinnati, 2021, Education, Criminal Justice, and Human Services: Educational Studies

Mixed methods (MM) research is an emergent methodology that involves collecting, analyzing, and intentionally integrating qualitative and quantitative data in a study. MM is increasingly used by graduate students and scholars across contexts. These researchers' practices of MM research, however, have been found to be limited in the literature, and it is unclear whether there is a relationship between how individuals learn about MM research and the extent to which they use MM practices. The purpose of this study was to explain how recent doctorates, who adopted and used MM research in their dissertations, learned about MM research. This study was informed by three theories (i.e., diffusion of innovations theory, social network theory, and ecological systems theory) and framed by an overarching philosophy of dialectical pluralism. The study used a mixed methods social network analysis (MMSNA) design, which combined MM research and social network analysis (SNA) with fully integrated analyses. The intent of employing an MMSNA design involved three rationales: (a) context, (b) diversity of views, and (c) complementarity. MMSNA design was implemented with a convergent design logic where online survey (N=81), secondary data analysis (N=81), and qualitative interviews (N=10) were used concurrently. Equal priority was given to MMSNA and qualitative data collection and analyses. Constant comparison technique was employed to compare qualitative thematic results with MMSNA pattern results. Then, the resulting themes and patterns were merged. The overall results were interpreted using MM integrative analysis through SNA maps, joint displays, and narrative. The results of the descriptive statistics indicated that recent doctorates identified 16 types of sources for learning about MM research. The SNA results revealed that books, courses, articles, advisors, and peers/colleagues were the top five sources for learning about MM research among recent doctorates. Six differen (open full item for complete abstract)

Ph.D., Antioch University, 2024, Antioch New England: Marriage and Family Therapy

The double bind of Black womanhood has been long documented in Black feminist literature. This dissertation seeks to greatly contextualize how Black women experience make sense of, and heal from, sexual trauma given the nature of gendered racism in the United States (U.S). Utilizing a convergent parallel design grounded in Black Feminist Theory and hermeneutic phenomenology, the lived experiences of 98 Black women from across the U.S. were investigated. Regression analyses revealed that the frequency of gendered racial microaggressions and the associated appraisal were not significant predictors of participants' PTSD symptoms. Additionally, PTSD symptoms were inversely predictive of current perceptions of healing and healing progress. A mediation effect of negative alterations in cognitions and mood on the relationship between sexual objectification, specific to Black women, and progress in healing was also evident. Gendered racism did moderate the relationship between PTSD symptoms and perceived healing at the lowest point but not healing progress. The major themes that emerged from the interviews included “Negative Consequences of Sexual Assault,” “Pathways of Healing,” “Barriers to Help and Justice-Seeking,” “Dimensions of Racial-Ethnic Socialization,” and “Dimensions of Gendered Racial Socialization.” Combined, these findings highlight the unique sociocultural and historical context of Black female survivorship and amplify the necessity for clinicians to integrate Black feminist therapeutic praxis to inform treatment assessment, goal, and intervention. This dissertation is available in open access at AURA (https://aura.antioch.edu/) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Doctor of Education , University of Dayton, 2024, Educational Administration

This mixed-methods study delves into the intricate relationship between pedagogy, pedagogical measures, and equity concerns in education, focusing on implementing Inclusiveness, Diversity, Equity, and Accessibility (IDEA) principles. The findings underscore the necessity for educational institutions to navigate legal constraints while prioritizing the creation of inclusive learning environments. Key recommendations include establishing robust support mechanisms such as guidebooks to help educators adapt to legal changes without compromising their teaching approaches. Additionally, future research should explore innovative strategies to promote IDEA, particularly from the perspectives of marginalized communities. Advocating for collaboration among educational institutions, policymakers, and stakeholders, the study emphasizes the importance of fostering conducive learning environments that facilitate the growth and success of all students. It stresses the significance of inclusivity, transparency, diversity, and accessibility in constructing a more just educational system. Combining qualitative observations with quantitative analysis, the study offers a comprehensive understanding of the diverse impacts of legislative changes and equity issues in education. Its practical implications are valuable for policymakers, educators, and stakeholders striving to create inclusive educational settings. The study calls for immediate action and targeted interventions to achieve equitable outcomes and address complex challenges. The study proposes explicitly the creation of an instructional guidebook for general education instructors to assist them in navigating evolving legal frameworks and addressing issues related to IDEA.

PhD, University of Cincinnati, 2024, Education, Criminal Justice, and Human Services: Counselor Education

There has been a notable gap in the literature concerning masculinity, stigma, and men's help-seeking in non-Western societies. This dissertation aimed to explore how masculinity and stigma related to help-seeking practices of adult males in Vietnam. The first chapter developed a comprehensive review that examines the nuanced constructs regarding masculine norms, mental health-stigma, and help-seeking of men in Vietnamese context. The second chapter employed concurrent quan + QUAL mixed method design to gain a comprehensive understanding of how Vietnamese men relate their perceptions of masculine role norms and mental health stigma with their attitudes toward help-seeking. A Qualtrics survey were utilized to gather both quantitative and qualitative data from Vietnamese adult cisgender males across the country. The total number of samples for each data strand was N (quan) = 262 and N (QUAL) = 247. The findings supported the existing literature that masculine norms and mental health stigma significantly associated with men's help-seeking attitudes. Masculine norms, especially status and toughness, were found reinforcing messages that discouraged help seeking practices in men. This study also explored intersecting stigmas men encountered in seeking help, including public stigma toward men with mental illness and fears when disclosing needs for mental health assistances. Being Christian, having higher education, and having past experiences with help-seeking are demographic variables that significantly correlated to Vietnamese men's help-seeking attitudes. This study also highlights the active roles of men in constructing their masculine identities and self-advocating for their mental wellness and help-seeking preferences. In addition to cultural gender norms and stigmas, this study identifies other contextual barriers to men's utilization of mental health assistance, including lack of mental health literacy, accessibility and affordability of services, and the skeptical (open full item for complete abstract)

Doctor of Philosophy, Miami University, 2024, Educational Leadership

Globally, online professional development (OPD) for teachers has undergone significant evolution. More recently, after the COVID-19 pandemic, OPD has become an essential part of the Professional Development (PD) landscape. Teacher professional development (TPD) is crucial for improving teachers' skills, enhancing their knowledge, and changing their attitudes. Nonetheless, PD does not always result in professional learning, despite its intended purpose. In Saudi Arabia (SA), the National Center for Professional and Educational Development (NCPED) is responsible for providing teachers with professional development and training. This includes the summer Professional Education Development Programs Project. The focus of this study is to evaluate the effectiveness of the 2021 Summer Online Professional Education Development Programs Project (2021 OPD) from teachers' perceptions. This research contributed to filling a gap in knowledge regarding OPD, with significant gaps within Arab countries, including SA. This research also gains further relevance as it examines the 2021 summer OPD that has not been yet investigated. This period marked SA's comprehensive shift to virtual learning due to COVID-19 restrictions. The importance of such research has intensified with the continuous growth of OPD. The study was guided by research questions intended to evaluate to what extent certain features of the 2021 OPD are effective in improving teachers. It also examines to what extent the features of the 2021 OPD in SA align with the international recommendations for the effective features of PD. This study is a mixed-method case study grounded in a conceptual-theoretical framework that reflects how PD might affect students' achievement. The conceptual-theoretical framework of this dissertation is the features of an effective professional development program that was provided by Desimone (2009; 2011). The data include the 2021 OPD report document, 93 responses from a quantitative survey (open full item for complete abstract)

PhD, University of Cincinnati, 2024, Engineering and Applied Science: Engineering Education

Etymology of the word engineer is traced to the Latin “ingeniare” which translates as inventor or designer. Engineering design is outlined as one of the seven attributes that engineering students must demonstrate prior to their graduation as established through the Accreditation Board for Engineering & Technology (ABET) guidelines (ABET Engineering Accreditation Commission, 2022). To prepare our students to be successful in their professional career, they must be proficient at design and must be able to think creatively and flexibly about optimal solutions to problems. For this reason, it is important to understand the factors that contribute to design capability in order to achieve this learning goal. By nature, design problems are cognitive tasks and tasks that require problem solvers to draw both on learned knowledge and pertinent cognitive abilities for their solution (Cross, 2006; Sanders & Stappers, 2008). In the realm of solving problems within engineering design, spatial visualization is one such cognitive ability that likely plays a role. Numerous studies have demonstrated the need for well-developed spatial visualization skills for success in engineering, especially in engineering problem solving (Duffy et al., 2020; Delahunty et al., 2016; Munoz-Rubke et al., 2021; Sorby et al., 2018). Studies have shown that there is a link between spatial thinking and technical creativity (Allen, 2010; Kell et al., 2013). But limited studies have explored the relationship between spatial visualization skills and engineering design. Using a sequential mixed methods design, this study aims to explore how spatial visualization relates to the engineering design process as enacted by undergraduate engineering students. There were two phases to data collection for this research study. In the first phase, 325 undergraduate engineering students attended an online session where they completed four tests of spatial ability. In the second phase, a purposive sample si (open full item for complete abstract)

Ph.D., Antioch University, 2024, Antioch Seattle: Counselor Education & Supervision

This multilevel mixed methods investigation examines the experiences of developing self-evaluation skills for simulation fellows in an interprofessional simulation fellowship program. Interprofessional fellows (N = 12) and faculty (N = 4) engaged in a three-phase study using video-assisted learning tools to explore the differences in self-evaluation (perceived performance) and faculty evaluation (actual performance) in developing debriefing skills. For the quantitative component, fellows and faculty completed the DASH© tool to evaluate the quality of debriefing to help close the gaps between fellow self-evaluation and faculty evaluation. For the qualitative component, video-stimulated think-aloud and video-assisted debriefing the debriefer were utilized to understand how video-assisted learning tools contribute to self-evaluation skills from each level separately. A combined focus group and thematic analysis were utilized to identify facilitators and barriers to self-evaluation. Integrative case examples of developing self-evaluation skills are restoried for mixed analysis and data integration. Through which, meta-inferences are drawn out to understand the experiences, interactions, and mechanisms of the multilevel phenomenon. The results indicated that fellows generally overestimate their skills performance, and video-assisted learning tools support in the development of more realistic self-perception eliminating underestimation and closing the gap between perceived and actual performance. A model for interprofessional collaboration is proposed for scaffolded feedback practices to promote self-evaluation of skills and performance. Implications for counselor education, healthcare simulation, and health professions education are presented.

PHD, Kent State University, 2024, College of Public Health

The purpose of this sequential explanatory mixed methods study was to explore HIV risk perception, the meaning of HIV testing, and HIV risk behavior among college students following a negative HIV test. An extended version of the theoretical framework of the health belief model (HBM) aided in the exploration of college students' perceptions of HIV, rationales for HIV risk behavior, and the meaning they attached to HIV testing. Following the sequential explanatory mixed methods design, the initial phase involved collecting quantitative data to assess HIV risk perception among college students who received a negative HIV test in the last 12 months. In the second phase, interpretative phenomenological analysis (IPA) was applied to gather data through individual semi-structured interviews to help explain HIV risk behavior in the context of HIV testing. Findings indicated that college students' perception of their HIV risk is aligned with their risk behavior. Results showed a statistically significant difference in HIV risk perception based on sexual orientation. Before HIV testing, college students justified their HIV risk behavior based on partner trust, not wanting to feel restrained, and acting on the need to fulfill their desire, lust, or temptation. After receiving a negative HIV test result, college students still experienced fear of contracting HIV. However, some students became more cautious and adopted preventive measures, while others continued with previous behavior patterns. Implications of the research findings include examining risk perception across college students of different sexual orientations to understand the impact of risk perception in HIV testing and exploring the differing needs of college students to remain HIV-negative. Participants recommended that colleges address access to free HIV testing, increase information dissemination regarding HIV risk and HIV testing services, and continue research that explores college students' lived experiences (open full item for complete abstract)

Doctor of Education , University of Dayton, 2024, Educational Administration

Women face unique challenges in pursuing a doctorate, with potential barriers including Imposter Phenomenon (IP) and Multidimensional Perfectionism (MP). Intersectionality can intensify these feelings for Women of Color. Additionally, societal and organizational barriers hinder women's advancement to leadership roles, perpetuating stereotypes and microaggressions. This mixed-method action research aims to explore the experiences of female doctoral students through interviews and surveys, examining the impact of IP and MP on their performance and attitude through the lens of social constructionism. Many women face significant psychological obstacles that create invisible barriers to achieving their full potential. Mentoring can help reduce these issues and create a more productive environment.

Ph.D., Antioch University, 2023, Antioch New England: Environmental Studies

Zoos and aquariums (Z/As) are conservation-oriented free-choice learning institutions. In order to support their mission of advancing wildlife conservation, Z/As deliberately design opportunities and experiences to meaningfully engage visitors in understanding, caring for, and acting on behalf of exhibited species. Conservation psychologists and practitioners have applied values-based and models of human behavior to design and evaluate experiences aimed to influence myriad cognitive, affective, and behavioral outcomes. However, there is little research exploring the role of and opportunity for reflection within these institutions. Models of reflection and reflective practice, which are rooted in both theory and empirical data, stress the importance of reflection in achieving transformative learning outcomes. Furthermore, research within higher education and workplace settings find that reflective interventions can be utilized to enhance reflective abilities and meet cognitive and affective outcomes. While preliminary Z/A literature finds a positive relationship between visitors' self-initiated reflection in exhibit spaces and affective and cognitive reactions (Luebke & Matiasek, 2013), reflective interventions have not been explicitly tested within these institutions. Across two studies, this dissertation aimed to better understand whether and to what extent aquarium visitors naturally reflect at a shark exhibit and furthermore, examine the efficacy of a reflective intervention on visitors' self-reported curiosity and affect. Study 1 finds that exhibit dwell time and visitor motivation are related to visitors' natural reflection at the exhibit. Study 2, which incorporated a mixed methods approach, did not find a statistical difference between the conditions (e.g., control, pre and post reflection, and post-only reflection) on visitors' self-reported curiosity and affect. However, qualitative data finds that reflections occurred after the exhibit included less negati (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2023, Public Health

Background: Social belonging is critical for health and well-being. Threatened belonging or feeling “othered” can impair coping, reduce academic achievement, and increase anxiety. Structurally-disadvantaged students are at greater risk for experiencing chronic threats to their belonging, especially during the Covid-19 pandemic. Current interventions to promote belonging tend to be burdensome for participants. Games may be an effective and less burdensome alternative to promote belonging, but little is known about the application of games as a viable public health intervention strategy. Objectives: Study objectives are twofold. First, to assess the feasibility and acceptability of developing a game-based intervention to promote belonging among structurally-disadvantaged students. Second, to test whether obfuscating, or embedding, pro-social messages in the game will improve uptake of the messages by reducing message reactance. Methods: In focus groups, 16 structurally-disadvantaged students shared their experiences of social belonging in college. Participants were also shown a prototype of the game-based intervention. Comments and suggestions for improving the game were collected. These experiences and suggestions were then analyzed for themes and translated into updated content for the game. The updated game was then tested with a second sample of 113 students who were randomized to receive one of two versions of the game; one of which had the embedded messages, and the other version with more overt messages. Social belonging was measured pre- and post-activity. Satisfaction and message reactance were also measured. Results: Participants reported experiencing threats to their belonging in the classroom, in the dorm, and around campus, perpetrated most frequently by faculty members and peers. Access to mentors from shared demographic backgrounds and membership in residential learning communities appeared to mitigate negative belonging experiences. When fe (open full item for complete abstract)

Psy. D., Antioch University, 2023, Antioch Seattle: Clinical Psychology

The definition of a word helps us understand its context and how it is meant to be used in daily life or research. When a word lacks a universal definition, it is hard to know how to use it. “Resilience” is that type of word. The resilience community in psychological research does not have a concrete, universal definition for this word. It takes on whatever characteristics are useful to the investigator. This study began with seeking a universal definition for the domain known as resilience. This study used a convergent parallel design with adults aged 60 and older living independently to seek out their personal definitions of resilience, then employed a well validated measure—the Conner-Davidson-25 (CD-RISC-25)—to test this population's resiliency and how they felt the measure addressed to domain of resilience. The findings of the study demonstrated that resilience is a complex and nuanced domain and a broad scope, making it challenging to develop a universal definition.

Doctor of Philosophy, The Ohio State University, 2023, Social Work

The general role of the school social worker is to provide services and supports to address barriers to the academic, social, emotional, and physical well-being of all students. This role includes all aspects of the school environment and climate. Teachers play an essential role in creating a culture where students believe they are capable and belong. Teacher well-being is critical to optimize student well-being and outcomes and promoting teacher well-being should be a consideration to fostering healthy schools. The positive interactions and relationships that teachers cultivate with students have a positive impact on the well-being of both parties. While research has acknowledged the significance of teacher-student relationships, the majority of studies have primarily focused on the student. There is a notable gap in understanding the mechanisms behind developing teacher-student relationships and the individual and ecological factors that either foster or hinder them. Studying this phenomenon with the social work person-in-environment perspective serves to provide a comprehensive examination that includes individual, school, and system-level factors. School social workers' training in systems, mental health, and psychology positions them to assess and intervene to support teachers' relational efficacy. This study had two specific aims: (a) Explore teachers' perspectives of teacher-student relationships and the factors affecting building and maintaining positive teacher-student relationships in the school environment; (b) Utilize the teachers' perspective to design and validate a scale to measure K-12 teachers' feelings of capability and motivation to establish and maintain positive teacher-student relationships. This dissertation applied an exploratory sequential mixed methods approach to research, develop, and validate a measure of facilitators and barriers to teachers' motivation to establish and maintain positive relationships with students. Fo (open full item for complete abstract)

MS, Kent State University, 2023, College of Arts and Sciences / Department of Geography

The Colorado River supplies water for over 40 million people throughout the North American Southwest, a region that has experienced prolonged stress on water resources for more than two decades. Through the lens of critical physical geography, this research synthesizes a physical and social science approach to explicate the many human and physical distinctions that are fueling the overuse of this waterway. The Southwest region economically benefits from settler colonialism yet lacks inclusivity of access to natural resources, including water. An investigation into the intricate dynamics of land use, water policy, and climate change in the Colorado River Basin provides a holistic understanding of environmental and climate disparities gripping parts of the region. Mixed-methods consisting of a correlation and trend analysis, along with a policy analysis, were employed to identify these evolving issues. Hydroclimatological patterns over the 1956-2022 period reveal disconcerting trends, further aggravating water supply. Historical water policies from 1922-1968 demonstrate their misalignment with evolving river dynamics and contribute to inequities in resource allocation. By extracting historic to modern-day climate and adaptation data, the evidence of this study leads to the conclusion that previous and modern-day policy not only is unsuitable to withstand the future of climate-induced changes to the hydrologic health of the river, but the impact of water scarcity faced by Indigenous communities across the North American Southwest could persist. The study emphasizes the ongoing importance for policies to be more attuned to the shifting climate and landscape while ensuring equitable resource access for all.

Psy. D., Antioch University, 2024, Antioch Seattle: Clinical Psychology

This mixed-methods study explored the quality of life and lived experiences of adult individuals with diagnoses of schizophrenia spectrum disorders residing and receiving treatment on the Social Learning Program (SLP) at Fulton State Hospital, a high-security state forensic facility. Eleven participants completed the WHOQOL-BREF quantitative quality-of-life measure. Ten participants completed in-depth, semi-structured, qualitative interviews. Interviews were transcribed then analysed using Interpretive Phenomenological Analysis. The major themes that emerged included “Working the Program,” “Relationship Dynamics with Self and Others,” “Meaning,” “I've Been Having Breakthroughs,” and “Areas for Improvement in the Program.” Combined, the findings of the present investigation demonstrate the utility of the SLP and highlight the importance of studying the lived experience and quality of life of individuals with diagnoses of schizophrenia spectrum disorders residing in forensic facilities.

Ed.D., Antioch University, 2023, Education

Action towards planetary well-being requires more than environmental awareness, acquisition of knowledge, or technological fixes; it necessitates a sacred connection, recognizing interdependence, and an ethic that maintains dignity for all non-human beings. It requires a shift in our ecological consciousness from the dominator and exploitative (I-it) view to the connected and participatory (I-thou) view which is best facilitated by an emerging paradigm called ecospirituality. For the next generation to adopt this paradigm, teachers must first adopt it. The research goal was to to transform teachers' relationship with the natural world by enlisting ecospirituality as central in supporting teacher wellness, as an intervening variable for pro-environmental behaviors, and in developing robust ecological identities among teachers and correspondingly their students. The literature review focused on several intersecting but distinct theoretical approaches including; holistic learning theory, spiritual identity development, nature-based education, the indigenous worldview, and ecospirituality. For this dissertation, an immersive, spiritually enhanced, eco-curriculum called More than mindfulness: A teacher fellowship in ecospirituality was developed. It was then implemented in order to cultivate ecospiritual mindsets among the participants. The research sample drew from a 28 member, preschool-8th grade teaching faculty employed by a private, holistic school. The study was a convergent parallel mixed methods design and utilized a focus group technique where participant reflection was the source of qualitative data and pre and post surveys yield both quantitative and qualitative data. The research suggests that ecospirituality serves as a uniquely transformative paradigm for educators. The teacher fellowship changed the way the educators situate themselves in relation to the natural world as the data showed a significant increase in participant connectedness to na (open full item for complete abstract)