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  • 1. Cousineau, Halie Collaborative Reflexive Photography: An Alternative Communication Tool for Rural Development in Sembalun, Indonesia

    Master of Arts (MA), Ohio University, 2016, International Development Studies (International Studies)

    As globalizations sweeps across the globe into places and communities that are tucked into hidden locations, like Sembalun - a rural village resting below Mt. Rinjani - development and change crash in. Rural poor communities and villages similar to Sembalun are caught up in a wave of dramatic change that comes in so quickly there is hardly any time to think and then respond. The exterior forces pressuring communities to change and to develop, which does not leave the community members with agency. Therefore, this thesis is introducing and explaining a new research method that will help both the researcher understand the communitys interest, concerns and needs, while providing the community members with a development tool that will aid communities with communication in regards to the concerns or interests of the community and the individuals in that community. Collaborative reflexive photography is a research tool for anthropologists to study an individual or a group of people and their culture, while being a tool for an individual or a group of people to use as a form of alternative communication regarding their concerns or interests related to development - particularly in regards to creating policies that will empower the individual or group of people.
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    Committee: Alec Holcombe Dr. (Committee Chair); Gene Ammarell Dr. (Committee Member); Rebecca Sell (Committee Member) Subjects: Asian Studies

  • 2. Dunker, Chrystal Nature Interaction Assists with Coping and Resilience: An Interaction Pattern Approach with Adolescents with Histories of Trauma in a Youth Group Home

    Ph.D., Antioch University, 2025, Antioch New England: Environmental Studies

    Adolescents with histories of trauma often experience disruptions to their emotional, social, and behavioral development. For those living in group home settings, supportive environments can play a key role in fostering healing and resilience. While nature interaction is increasingly recognized as a valuable way to support mental health and resilience, little research has explored its role in these settings. This study introduces an innovative methodology—the Interaction Pattern Approach (IPA)—to examine the role of nature interaction in coping and resilience for 12 adolescents with Adverse Childhood Experiences (ACEs) living in a youth group home. In this design, IPA integrates photovoice data with 22 months of participant-observation, employing a structured coding system to analyze meaningful adolescent-nature interactions. The analysis identified 62 distinct Level 3 Interaction Patterns (e.g., “experiencing periodicity of nature,” “seeing wildlife,” “seeking connection with animals”) that characterized how participants engaged with nature. These patterns were grouped into 7 Coping and Resilience Domains (e.g., self-regulation, autonomy, transcendence), each comprising numerous strengths (e.g., emotional regulation, perseverance, gratitude). The findings provide a foundation for developing a “nature language” that emphasizes the ontogenetic and phylogenetic significance of nature interactions. By demonstrating the diverse ways in which nature fosters coping and resilience, this study highlights the importance of prioritizing nature-based interventions in youth group homes and underscores nature's unique potential to support vulnerable populations. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).
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    Committee: Jean Kayira Ph.D. (Committee Chair); Elizabeth McCann Ph.D. (Committee Member); Peter H. Kahn Jr., Ph.D. (Committee Member) Subjects: Developmental Psychology; Environmental Studies; Evolution and Development; Families and Family Life; Health; Mental Health; Personal Relationships; Psychology; Social Research; Therapy

  • 3. Mays, Ellen Envisioning Futures: A Photovoice Study on How an Urban Afterschool Program Empowers Caregivers to be Agents of Change in their Community

    Ed.D., Antioch University, 2024, Education

    As part of comprehensive whole-family out-of-school-time programming, parent engagement and education play an important role in addressing achievement and opportunity gaps in low- income neighborhoods. Parent groups have the potential to be a unique space of social justice work by creating supportive, innovative spaces to build social capital and organize around common action goals. This photovoice study looks specifically at “Parent University,” a parent out-of-school-time meeting group that focuses on empowerment education by providing opportunities for parents to meet, engage in rich consciousness raising dialogue, identify areas in need of change, and create and implement action for social change. This study will use photovoice, a participatory action research methodology, to examine the role of an urban after-school adult education program in developing and implementing community-based needs assessment. The study will also examine the identification of community need, the process of identifying issues of concern, and the tools and action steps to create collective change. Freire's critical consciousness theory, through his four stages of raising critical consciousness, was used to develop the conceptual theoretical framework through which the data was analyzed. Data was gathered through images and narratives produced by 20 caregiver participants using the photovoice SHOWeD method (Hergenrather et al., 2009). The findings constructed from the data generated themes of Resilience, Community Restoration, Abandonment, and Hope. Thematic analysis was used to explore and evaluate the collected data to identify themes and patterns. The photographs were then used as codes/tools to facilitate a discussion. They were then decoded through the discussion, during which the ideas and thoughts from the participants' lived experiences were shared. The findings will inform educational specialists, policymakers, practitioners, and other relevant officials work (open full item for complete abstract)
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    Committee: Cristy Sugarman Ed.D. (Committee Chair); Richard Kahn Ph.D. (Committee Member); Toni Kashani Ph.D. (Committee Member) Subjects: Art Education; Education; Educational Leadership; Educational Sociology; Multimedia Communications; Psychology; Social Work

  • 4. Grosman, Ileya The Pulse of Connection: Professors' Experience of Positive Relationships with Students–An Interpretative Phenomenology and Photovoice Study

    Ph.D., Antioch University, 2024, Leadership and Change

    In higher education, the focus on student success often takes center stage in research and the professor-as-teacher practice. While numerous empirical studies concentrate on the growth and development of undergraduate students, this dissertation delves into professors' relational and felt experiences in positive teaching-learning relationships. Four terminal-degreed professors from four different schools and three different disciplines–education, humanities, and leadership–engaged in photography and were then interviewed. Participants reflected on their photographs and their experiences in a teaching-learning relationship with their students. The present study aimed to illuminate the unspoken language of connection by utilizing interpretive phenomenology and photovoice to uncover professors' relational and felt experiences and how these moments energize and rejuvenate them. Research revealed two overarching themes: generativity and seeing students' humanity; and five group experiential themes: foundational influences, relational proximity, intentional presence, assessment as a learning conversation, and feeling aligned. The theoretical foundation of this dissertation weaved together a diverse array of theories and concepts, including relational cultural theory (RCT), somatics, and embodiment. The insight from the literature combined with the findings from this study offer understanding in how professor-student relationships in higher education can be places of mutual empowerment, empathy, and mattering. By grounding the research framework in human interaction's relational and fluid, alive, and pulsating bodies, this dissertation contributes to a more humanized and inclusive understanding of the intricate relationships that shape higher education. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).
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    Committee: Harriet Schwartz PhD (Committee Chair); Fayth Parks PhD (Committee Member); Celeste Nazeli Snowber PhD (Committee Member) Subjects: Academic Guidance Counseling; Adult Education; Aesthetics; Alternative Energy; Behavioral Psychology; Clinical Psychology; Communication; Community College Education; Continuing Education; Counseling Education; Counseling Psychology; Curriculum Development; Education; Education Philosophy; Educational Evaluation; Educational Leadership; Educational Theory; Elementary Education; Ethics; Gender Studies; Higher Education; Higher Education Administration; Management; Middle School Education; Multicultural Education; Music Education; Peace Studies; Personal Relationships; Philosophy; Psychology; Reading Instruction; School Counseling; Science Education; Secondary Education; Social Work; Spirituality; Systems Design; Teacher Education; Teaching; Vocational Education

  • 5. Senk, Caitlin "Why Does This Have to be So Hard?": Perinatal Experiences from an Ecological Systems Approach

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

    This study examines the lived experience of the perinatal population to understand how they can be supported from the lens of different ecological systems and what counselors can do to better serve people with uteruses during their perinatal experience. Furthermore, this study aims to utilize an inclusive framework for capturing the perinatal experience of people with uteruses and to explore barriers and facilitators to care through an ecological systems framework. Fifteen participants who have experienced infertility, conception, pregnancy, miscarriage, childbirth, stillbirth, and postpartum were recruited through various means throughout the United States. Thematic analysis was used, with semi-structured interviews and photovoice, to gather and analyze participant narratives through oral and visual means in two phases. The first phase resulted in eight themes: (1) social and cultural influences, (2) navigating transitions and changes, (3) support networks and resources, (4) discrimination and stigma, (5) advocacy and empowerment, (6) mental health and well-being, (7) interactions with medical systems, and (8) impact of systems and policies. The themes identified in phase two were: (1) meaning making, (2) the emotional impact of perinatal experiences, (3) navigating roles and identities, (4) pressure and expectations, (5) advocacy and empowerment, (6) social support and community, (7) prevalence of infertility and miscarriage, and (8) challenges in healthcare. Implications of this study indicate a need for collaborative, interdisciplinary communication among providers interacting with the perinatal population and perinatal mental health competency training. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).
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    Committee: Stephanie Thorson-Olesen (Committee Member); Angela Mensink (Committee Member); Katherine Fort (Committee Chair) Subjects: Counseling Education; Counseling Psychology; Developmental Psychology; Education; Gender; Health; Health Care; Higher Education; Mental Health; Minority and Ethnic Groups; Psychology; Psychotherapy; Public Health; Public Policy; Therapy

  • 6. Keller, Jennifer Forest Bathing Increases Adolescent Mental Well-being And Connection To Nature: A Transformative Mixed Methods Study

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

    Previous research has demonstrated that practicing forest bathing has significant positive effects on well-being. However, few studies have investigated whether forest bathing increases adolescent well-being despite the growing adolescent mental health crisis in the United States. Similarly, few studies have explored forest bathing's impacts on connectedness to nature. Considering the ongoing environmental crisis, determining if forest bathing increases connectedness to nature is a critical expansion of forest bathing research, as connectedness to nature is linked to environmental care and concern. This study investigated the possibility that forest bathing, a nature-based mindfulness practice, could increase adolescent mental well-being and connectedness to nature and sought to determine participants' experiences of practicing forest bathing. This study used a convergent parallel mixed-methods design that was partially co-created with 24 participants aged 16-18 as part of a youth participatory action research (YPAR) project where participants practiced forest bathing three times over three weeks. After practicing forest bathing, participants' mental well-being increased significantly, as measured by the Warwick Edinburgh Mental Well Being Scale. Connectedness to nature also increased significantly as measured by the Connectedness to Nature Scale. Participants described reduced stress and increased feelings of relaxation, peace, and happiness as well as increased connection to nature, gratitude for nature, concern for nature, and desire to care for nature. Although this is one of the first studies to examine forest bathing impacts on participants' connectedness to nature, these findings correlate with other studies showing that spending time outside in nature increases connectedness to nature and care and concern for the environment. People working with adolescents could consider forest bathing as a practice that increases connectedness to nature while also incr (open full item for complete abstract)
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    Committee: Jean Kayira PhD (Committee Chair); Jason Rhoades PhD (Committee Member); Louise Chawla PhD (Committee Member) Subjects: Climate Change; Developmental Psychology; Education; Education Policy; Educational Psychology; Environmental Education; Environmental Health; Environmental Justice; Environmental Studies; Forestry; Instructional Design; Pedagogy; Personal Relationships; Public Health; Science Education; Secondary Education; Spirituality; Sustainability; Teaching; Urban Forestry; Urban Planning

  • 7. Kochanowski, Leslie What Does the Physical Learning Environment Reveal About Expert Preschool Teachers' Pedagogical Values? An Educational Criticism

    PhD, University of Cincinnati, 2022, Education, Criminal Justice, and Human Services: Educational Studies

    Societally speaking, early childhood education has not been deeply understood or respected from a developmental standpoint. Stereotypes of early childhood teachers and misinformation regarding how children learn pervade, leading to confusion about what quality looks like in early childhood classrooms. The underlying premise for this study is that the environment, the child, and the teacher are not mutually exclusive entities, but are connected, dynamic, and interrelated. The focus is on the role the physical environment plays in learning and explores why the environment exists as it does, highlighting the critical and active role teachers play. The aim of this study was to articulate the developmental needs of children and the pedagogical values that underpin the decisions that go into designing effective early learning environments, while lifting the voice of expert teachers in shaping the landscape of early childhood care and education. A complex line of reasoning led to the design, implementation and analysis for this study. The line of reasoning is as follows: 1) children are impacted by their environments (socio-cultural theory), 2) children deserve to spend their time in well-designed spaces that support their learning and development (self-determination theory), 3) teachers moderate this experience for children (ecology of schooling; affordances), 4) as so, teachers must take a critical, reflective approach to ensure optimal contexts for all children (dispositions, reflective practice, critically conscious professional), 5) there is much to be learned from expert teachers with regard to the environment and the pedagogical values that underpin their practice, hence the need for the voice and expertise of teachers within the realm of research (Educational criticism; participatory practitioner research). Through the lens of Eisner's (2017) educational connoisseurship and criticism and the use of photovoice as a participatory method in education, fi (open full item for complete abstract)
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    Committee: Victoria Carr Ed.D. (Committee Member); Lisa Vaughn Ph.D. (Committee Member); Rhonda Brown Ph.D. (Committee Member) Subjects: Preschool Education

  • 8. Lam, Stephanie Children's Climate Change Connections: Exploring the Process of Learning, Caring, and Acting Through Photovoice

    MA, University of Cincinnati, 2021, Arts and Sciences: Psychology

    Children are key stakeholders in efforts to address climate change, yet they are often excluded from decision-making and action to address the issue. In the literature on children and climate change, children are more often considered passive recipients of climate change knowledge, rather than active agents in shaping their lived realities. Consequently, few studies explore how children make sense of and connect to climate change on their own terms. Photovoice, a participatory action research methodology, can offer an important way to explore children's perspectives, while facilitating their critical reflection and action. Using thematic analysis to qualitatively analyze children's photovoice discussions, the present study explores how photovoice helped 55 children (ages 10 to 12) make connections between their lives and the larger idea of climate change during a fifteen-week, multi-site, after-school climate change education and action program called Science, Camera, Action! (SCA). Findings suggest that photovoice helped children learn about climate change by connecting program topics to their own existing knowledge and through the continual process of learning through photovoice discussion. Photovoice helped children care about climate change by connecting the topic to things they cared about in their daily lives and to their newly developed concerns. Photovoice facilitated children's action on climate change by helping them to identify opportunities for individual actions they could take, sharing about actions they already practiced, and by influencing others (e.g., family members) to reduce their environmental impact. Finally, children's enjoyment during the program and children's collective meaning-making were found to support climate change connections through learning, caring, and acting. This study sheds light on how the participatory nature of photovoice can reduce hierarchies – between adults and children, educators and learners, researchers and participa (open full item for complete abstract)
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    Committee: Carlie Trott Ph.D. (Committee Chair); Farrah Jacquez (Committee Member); Anjali Dutt Ph.D. (Committee Member) Subjects: Climate Change

  • 9. Dulek, Erin How I See Things: Older Adults Living with Serious Mental Illness Describe their Experiences Using Photovoice

    Doctor of Philosophy (Ph.D.), Bowling Green State University, 2021, Psychology/Clinical

    Life expectancy rates for adults living with serious mental illness (SMI) continue to rise, but relatively little is known about how best to help older adults with SMI live meaningful lives in the community. Using a participatory action research framework, the present study examined social and community experiences of older adults living with SMI in a mid-sized urban city. A total of nine older adults (M = 60.22 years; SD = 3.15) diagnosed with depression, schizophrenia, or bipolar disorder engaged in a six-week photovoice study. Each week, participants photographed different aspects of their community and shared them with other participants at weekly group meetings. A final session consisted of a public display where photos and descriptions were shared with the community. After project completion, participants engaged in individual project evaluation interviews. Data for the research consisted of participants' photographs, captions, and verbatim transcripts of discussions from group meetings. A total of 11 themes were identified using content analysis to describe participants' photos and group discussions of their experiences. These overarching themes included: Physical Space, Interpersonal Relationships, and Accessing Resources, and these themes were further categorized into descriptive subthemes. Overall, participants spoke about salient experiences with community integration, significant relationships with other people, and impact of needed resources in their lives. In particular, photovoice participants described challenges of navigating public transportation, importance of the psychosocial clubhouse where they all hold membership, and appreciation for positive evolution of social relationships with friends and family. Participant accounts were further characterized by the degree to which their experiences remained consistent or changed over time. These older adults also provided recommendations for future changes in their local community. Project evaluation re (open full item for complete abstract)
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    Committee: Catherine Stein PhD (Advisor); John Dowd PhD (Committee Member); Dryw Dworsky PhD (Committee Member); Dale Klopfer PhD (Committee Member) Subjects: Clinical Psychology

  • 10. Devoe, Yolandé In Pictures and Words: A Womanist Answer to Addressing the Lived Experience of African American Women and Their Bodies—A Gumbo of Liberation and Healing

    Ph.D., Antioch University, 2020, Leadership and Change

    Whether it is claiming a radical self-love for one's body or dissatisfaction of one's body, the experiences of African American women and their bodies cannot be divergent from the sociocultural contexts in which they live. Seeking to reveal how gender, race, and sexual orientation impact the lived experiences of African American women and their bodies, this study will bring attention to and provide a more nuanced understanding of the historical and sociocultural ramifications of the Black female body. Historically, inadequate attention has been given to an intersectional approach to understanding the experiences of the Black female body. It is understood that Black women are a marginalized population. This marginalization is rooted in race, gender, age, sexual orientation, and class. What influence do these interlocking oppressive forces have on the way African American women live and view their bodies? Utilizing a participatory research model, participants chronicled their experiences with their bodies in pictures and words through interviews, narratives, and photographs. Addressing body image from an intersectional approach, this research adds to existing literature and gives womanist breadth and depth to this discussion of body experience framed within the sociocultural context. The women, “sisters,” in this study shared stories of liberation, healing and resistance challenging assumptions of Black womanhood. This dissertation is available in open access at AURA: Antioch University Repository and Archive, http://aura.antioch.edu/ and OhioLINK ETD Center, https://etd.ohiolink.edu/
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    Committee: Philomena Essed PhD (Committee Chair); Elizabeth Holloway PhD (Committee Member); Jameta Barlow PhD, MPH (Committee Member) Subjects: African Americans; Black Studies; Gender Studies

  • 11. Meyers, Lateasha Seeing Education Through A Black Girls' Lens: A Qualitative Photovoice Study Through Their Eyes

    Doctor of Philosophy, Miami University, 2020, Educational Leadership

    Through a Black Feminist and Black Girlhood Studies lens, this qualitative photovoice study explores the ways in which Black girls construct and make meaning of self and their educational experiences. Five Black adolescent girls from a leadership and mentoring after-school experience took pictures, interviewed, and participated in group discussions to co-create knowledge about themselves and their experiences. Through the analysis, there were four themes that were found. Voice, this highlighted the ways in which the co-researchers felt like they are often not listened to by educators, but also how they insert their voice on their own terms. The second theme, the politics of identity, illuminated how the co-researchers wanted to be judged as individuals, but also acknowledged that they are a part of a larger group (i.e African American and gendered as girls). The third theme, defining self/ Black girlhood displayed the ways in which, the girls chose to define themselves in comparison to how they felt others see them. Finally, the fourth theme, Space & place illustrated what the girls felt people could do in order to improve Black girls experiences in school and allow for space for them to be able to self-define and explore their identities. Through this study, the co-researchers created an emerging framework, Black Girlhood as Visual Oppositional Knowledge.
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    Committee: Lisa Weems (Committee Chair); Denise Taliaferro Baszile (Committee Member); Brittany Aronson (Committee Member); Gwendolyn Etter-Lewis (Committee Member) Subjects: African Americans; Education; Multicultural Education

  • 12. Roberts, Lindsey Youth Views of Neighborhood Needs: A Photovoice Collaboration

    Doctor of Philosophy (Ph.D.), Bowling Green State University, 2020, Psychology/Clinical

    Neighborhoods shape the daily experiences of residents, and in turn, neighborhood environments are shaped by residents. Despite evidence that neighborhoods influence residents of all ages, youth perspectives are often not valued, and youth input is largely excluded from intervention planning and decision-making. The present study used Photovoice to engage youth in an assessment of their urban neighborhoods in Toledo, Ohio. Nine adolescents (16 – 20 years old) from an economically-distressed neighborhood in Toledo participated in the project. Participants were included in collecting and analyzing data and disseminating findings to the community. During the six week Photovoice project, participants were asked to take photographs that reflected important aspects of their daily lives and attend weekly sessions to share photos and engage in group discussion. During the sessions, the participants and researcher analyzed the photographic data using Participatory Visual Analysis (Wang & Burris, 1997). Participants hosted a public event to display their photos at the conclusion of the project. To describe participants' experiences, content analysis was used to identify themes discussed across Photovoice sessions. Ten themes emerged from participants' photos, descriptions, and group discussions. Themes reflected three primary aspects of participants' experiences: adolescence, neighborhood environment, and their social roles. Youth completed individual interviews to assess their views of project participation. Results of content analysis suggest that youth perceived numerous benefits of participation that included increased environmental awareness, social connections, efficacy, and communication. Overall, youth's photographs and discussions illustrated the dynamic and varied ways in which youth interact with their neighborhoods. The present study highlights ways that participation in multiple aspects of the research process can empower youth to think critically and address iss (open full item for complete abstract)
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    Committee: Catherine Stein PhD (Committee Co-Chair); Carolyn Tompsett PhD (Committee Co-Chair); David Hampton PhD (Other); Dara Musher-Eizenman PhD (Committee Member) Subjects: Psychology

  • 13. Dell, Laura Nature Preschool through the Eyes of Children

    EdD, University of Cincinnati, 2018, Education, Criminal Justice, and Human Services: Curriculum and Instruction

    Nature preschools, which bridge the world between environmental education and early childhood education (Bailie, 2012), are gaining popularity across the globe. This educational philosophy has grown in response to the changing outdoor lives of children. Current research shows that children in the United States have limited access to unstructured play in outdoor settings (Clements, 2004; Singer, Singer, D'Agnostino, &DeLong, 2009; Wridt, 2004). Since a number of studies have linked childhood experiences in nature to environmentalist attitudes later in life (Broom, 2007; Chawla, 1999; Wells & Lekies, 2006), there is concern that children today are not getting these foundational experiences in nature that lead to a caring relationship with the natural world. Nature preschools aim to fill this gap by giving children facilitated experiences in nature and time for unstructured outdoor play. The purpose of this photovoice study was to understand nature preschools through the perspective of the preschool children. This study adds to the literature by answering three research questions: 1) How do young children attending a U.S. nature preschool describe their school experience? 2) What are the characteristics of the child-nature relationship for young children attending a U.S. nature preschool? 3) What are best practices for working with preschool children in a photovoice process? Results show that the children do not view nature preschool as a traditional classroom experience and that they value outdoor hikes as the most important part of the school day. The children are interested in learning the names of plants and animals and scientific terms and view being in nature as a positive experience. Photovoice methodology, having individuals use cameras to collect and analyze their own data, is typically used with teens and adults. The results of this study demonstrate that children ages 3 – 6 are capable of being active collaborators in a photovoice protocol. (open full item for complete abstract)
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    Committee: Helen Meyer Ph.D. (Committee Chair); Victoria Carr Ed.D. (Committee Member); Emilie M. Camp Ph.D. (Committee Member); Lisa Vaughn Ph.D. (Committee Member) Subjects: Preschool Education

  • 14. Overholt, Larry Out of School and Out of Work in Choluteca, Honduras: A Phenomenological Study

    Doctor of Philosophy, The Ohio State University, 2018, Agricultural and Extension Education

    The purpose of this phenomenological study was to understand why the youth of Choluteca, Honduras decided to shift away from a no work and no school attitude, and why they decided to return to study at the Vocational School. Data was collected by individual interviews and included the students as active participants, using photovoice methodology. The most emergent theme of the study was the issues that contributed to the students being “ninis” (out of school and out of work). There were two major sub-themes of not studying and not working. These two themes, along with the ages of the students (15-17-year olds), are the three defining factors of being a “nini” in Latin American Countries. The sub-theme of not studying included the categories of economic needs, system failure, lack of student incentive, and student's suggestions for improving their options for education. In the second sub-theme, the students' lived experience of not working is described and interpreted.
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    Committee: Tracy Kitchel Dr. (Committee Member); Graham Cochran Dr. (Committee Member); Caryn Filson Dr. (Committee Member) Subjects: Education

  • 15. Lewis-Chapelle, Nina "I Don't Know What's Best for You": Engaging Youth as Co-researchers in a Community-Based Participatory Research Project Utilizing Photovoice

    MA, University of Cincinnati, 2017, Education, Criminal Justice, and Human Services: Educational Studies

    The youth of this nation are the individuals that are most effected by educational policy and practices, however their perspectives are often not taken into account when developing programs and services. By including youth's perspective on their education we can gain a deeper understanding of the intricacies of students experiences, utilizing the information to inform research and implement relevant policies. To engage students regarding their educational experience, the current study utilized a co-researcher model within a larger Community-Based Participatory Research project. Exploring the student identified topics of building positive relationships both among students and between students and teachers, the current project utilized photovoice to capture student's voice. A participatory method, photovoice allows the students to photograph elements of their lives related to the topic, using those photographs as a catalyst for discussion, which aims to identify root causes and potential action plans. Through conducting photovoice, the students in the current study identified eight themes that were discussed as either a hindrance or as helpful in building relationships. Generally, the themes indicated that a stronger sense of community within the school, paired with spaces for students to practice their autonomy would assist in fostering better relationships both among students and between students and teachers within this setting. The findings support the notion that students are capable of conducting challenging research, and further suggest that students want the space to voice their opinions and make decisions within their school.
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    Committee: Lisa Vaughn Ph.D. (Committee Chair); Victoria Carr Ed.D. (Committee Member) Subjects: Education

  • 16. Ondja'a, Bertin University Social Responsibility: Achieving Human and Social Development in Cameroon

    PhD, University of Cincinnati, 2017, Education, Criminal Justice, and Human Services: Educational Studies

    As place-based institutions, higher education institutions (HEIs) have the intellectual capacity and resources, both private and public, to transform communities facing human and social development issues. As such, HEIs must revisit their role/contribution and recognize their social responsibility to remain relevant in today's society. Indeed, social responsibility requires new community research and revitalization, job creation, teaching, and innovation. This study explores the role/contribution of Cameroonian HEIs in addressing human and social development issues through a qualitative case study of the University of Douala. More specifically, this study explored how the university advances development agendas through the use of interviews and a photovoice project, examining historical, social, and political events and practices that frame the role/contribution of HEIs in Cameroon. The findings suggest that HEIs are an important asset for the community and make significant educational, social, environmental, economic, and cultural contributions to the community. Specifically, the findings indicate the contribution of the University of Douala in the following areas: service, innovation, advocacy, leadership, and capacity building. Consequently, HEIs can help to advance human and social development. However, their contribution in these areas remains underutilized. Also, stakeholder engagement and lack of funding emerge as elements that downplay the contribution of the University of Douala in human and social development issues. Adaptive solutions for complex issues should consider the potential contribution of HEIs. This study concludes with recommendations and implications that aim to educate different stakeholders and practitioners on how HEIs can maximize their potential. En tant qu'institutions operant dans les territoires, les etablissements d'enseignement superieur possedent des capacites intellectuelles et materielles pouvant transformer les communautes co (open full item for complete abstract)
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    Committee: Constance Kendall Theado Ph.D. (Committee Chair); Mary Brydon-Miller Ph.D. (Committee Member); David Edelman Ph.D. (Committee Member); Joseph Takougang Ph.D. (Committee Member) Subjects: Higher Education

  • 17. Volpe, Lauren "Health is Being Alive": Using Photovoice to Explore Adolescents' Conceptions of Health

    Doctor of Philosophy (PhD), Ohio University, 2017, Curriculum and Instruction (Education)

    Health is a highly contested construct. Although a dialogue has emerged among health professionals concerning the most appropriate or accurate definition of health, little is understood about how the average person defines health. Research has indicated a strong connection between educational attainment and health outcomes, where higher academic achievement is associated with a lower likelihood of health-risk behaviors and vice versa. Given the relationship between health and education, this study seeks to develop a more robust account of adolescents' health perspectives in order to build a more effective health education curriculum that capitalizes on what they already know. This study employs a participatory research approach known as photovoice to provide young people with the opportunity to record and reflect what they define as “health” within their community. The study took place during the summer residential period of an Upward Bound program located at a large public university in the Appalachian region of the United States. Participants were students who enrolled in an elective class titled Storytelling through Health. As part of their participation in the class, students used cellphone cameras to photographically capture what the terms “healthy” and “unhealthy” meant to them and then they uploaded their photographs and captions to a shared Google Photos album that was accessible to all students in the class as well as the instructors and Upward Bound staff. Classroom lesson plans were purposefully designed to engage the students in discussion and analysis of their photographs and captions, with a focus not only on the content of the photos, but also the way in which those photos embodied photographic elements and principles. Data analysis occurred in two phases. A real time in-class exercise engaged the students in an analysis of their own photos during the class and a post-hoc analysis of the photos was completed by the researcher. The results of the (open full item for complete abstract)
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    Committee: Frans Doppen (Committee Chair); Elizabeth Beverly (Committee Member); Lisa Harrison (Committee Member); Hyun-Ju Oh (Committee Member); Dwan Robinson (Committee Member) Subjects: Curriculum Development; Education; Health; Health Education

  • 18. Kaesberg, Julia Use of Photovoice in Raising Healthy Preschoolers

    Master of Science, Miami University, 2016, Exercise and Health Studies

    In the state of Ohio, the obesity rates for low-income preschoolers are between 10.5% and 12.9%, depending on poverty level, which is higher than the national rates (U.S. Centers for Disease Control and Prevention, 2015e). This qualitative Photovoice study explored the barriers to raising healthy preschoolers from the insights of mothers and grandmothers (n=5) at one Midwestern Head Start location. Participants attended five 2-hour Photovoice sessions, which included a description of the research study, the Photovoice process, instruction on camera use, and multiple discussions of the images the participants generated. Constant comparative analysis was used in conjunction with grounded theory to analyze the data. Five major themes were formed from the data: stressors, a need for parenting strategies, unsafe environments, grocery shopping strategies and barriers, and family meals and cooking. The results from the Photovoice study provided insight into the unique challenges that Head Start families face, which may provide health educators and Head Start staff members with the information necessary to provide relevant educational interventions and resources to the families to assist them in raising healthy preschoolers.
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    Committee: Valerie A. Ubbes PhD, MCHES (Advisor); M. Elizabeth Miller PhD, RD, LD (Committee Member); Stephanie Nicely EdD, MSN, RN (Committee Member) Subjects: Health; Kinesiology

  • 19. Marschner, Daniel Improving Interactions between International Students and Domestic Students, Faculty and Staff: A Mixed Methods Action Research Study

    PhD, University of Cincinnati, 2016, Education, Criminal Justice, and Human Services: Educational Studies

    This mixed methods research study used an action research framework to consider the interactions between international and domestic students at a medium sized, liberal arts, Catholic university. This institution has a small but growing number of international students, and the university community is grappling with the benefits and challenges of increasing the population of international students. Postcolonial theory was the theoretical lens for this investigation because it emphasized the power dynamics present in intercultural activities and therefore provided insight into the campus environment. The action research framework incorporated a group of international students who participated in the study throughout its duration, acting as co-researchers and enhancing the validity and trustworthiness of the findings. This study explored the attitudes and perceptions of domestic students, faculty and staff towards international students. The investigation also explored the most common interactions between international students and domestic faculty, staff and students, and sought to identify ways to improve the acculturation process for international students. This exploratory sequential mixed methods study had two strands: the quantitative phase consisted of a campus climate survey, and the qualitative strand consisted of Photovoice with international students. The campus climate survey sought to document experiences with and perspectives towards international students on campus. The results of the quantitative strand informed the development of the subsequent qualitative strand. The qualitative portion of the study used Photovoice to encourage international students to express their perspective through visual imagery to the wider campus community. The combined quantitative and qualitative results were presented in a central location in the student center with the goal of demonstrating similarities and differences amongst the various campus constituencies an (open full item for complete abstract)
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    Committee: Mary Brydon-Miller Ph.D. (Committee Chair); Sarah Stitzlein Ph.D. (Committee Member); Lisa Vaughn Ph.D. (Committee Member); Jonathan Weller Ph.D. (Committee Member) Subjects: School Administration

  • 20. Clouse, Diane Visualize Our Perspective: Using Photovoice to Document Students' College Experiences

    EdD, University of Cincinnati, 2015, Education, Criminal Justice, and Human Services: Special Education

    This case study describes the perceptions of seven diverse adults with intellectual disability enrolled in an inclusive post-secondary program and engaged in a collaborative group approach to inclusive research. The study documents, describes, and analyzes the perceptions of these adults' post-secondary educational experiences and the impact of their participation in the research processes. Multiple methods documenting participants' viewpoints included focus groups, photovoice, semi-structured interviews, and questionnaires. Objectives were to: (a) provide participants with intellectual disability with the opportunities to document and critically discuss their post-secondary educational program in order to evaluate its effectiveness; (b) share their results with peers, policymakers, and other potential stakeholders; and (c) document the inclusive research practices utilized to achieve these objectives and how they influenced participants. Results reveal participation in this inclusive college program is providing participants with opportunities for personal and relational development including: recognizing college as their preferred option; defining themselves; adapting to challenges; exceeding others' expectations; developing friendships and close personal bonds; belonging to the college community; and other positive social experiences. Data supports common themes across their perspectives, while highlighting the uniqueness of each individual. Further inclusive research with adults with intellectual disability is needed to begin to comprehend the impact of inclusive post-secondary educational programs and document their abilities to advocate for themselves, critically reflect on experiences, and effectively contribute to research processes. Such research supports the notion “Nothing about us, without us.”
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    Committee: Anne Bauer Ed.D. (Committee Chair); Stephen Kroeger Ed.D. (Committee Member); Lisa Vaughn Ph.D. (Committee Member) Subjects: Special Education