Ph.D., Antioch University, 2025, Leadership and Change

This study focuses on the lived experiences of seasoned White facilitators of racial equity workshops to understand how they navigate the complexity of occupying a White racial identity while working to challenge the belief systems of white supremacy ingrained in themselves and others. Through applying Critical Race Theory as a framework to grounded theory methodology, this study examined whiteness as a sensitizing concept in micro, meso, and macro levels of analysis, situating this dissertation in the theoretical exploration of the multifaceted and pervasive nature of whiteness. Much of the research on racial equity work examines White participants in nascent stages of engagement, concentrating on the external behavior and impact of White race talk during conversations about race and racism. Applying dimensional analysis to 18 in-depth interviews of White facilitators, whose experience in racial equity work ranged from 7 to over 30 years, this study identified two co-core, interrelated dimensions of engaging on a learning journey to embrace the both/and. In addition to these co-core dimensions, four primary dimensions depicting the phenomenon of whiteness emerged from the findings: colluding with whiteness, stirring whiteness, unraveling whiteness, and interrupting whiteness. Through analysis of these findings, this study presents four theoretical propositions and a theoretical model representing variations of the social processes White facilitators move through to interrupt whiteness in themselves and others. The methodological exploration used in this study provides an opportunity to explore the fullness of what it means to be White and engage in racial equity efforts, potentially contributing to the literature on utilizing grounded theory as a process to explore social justice efforts. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Committee: Harriet Schwartz PhD (Committee Chair); Lemuel Watson EdD (Committee Member); Maureen Walker PhD (Committee Member) Subjects: American Studies; Behavioral Sciences; History; Political Science; Social Psychology; Social Research; Social Structure; Sociology

PHD, Kent State University, 2017, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences

The purpose of this study was to explore how creativity and intuition were activated and encouraged by counseling supervisors within the clinical supervisory relationship with supervisees. Past research in this area was limited in scope, and suggestions for future research included uncovering what worked to encourage creativity and intuition for counselors within supervisory relationships to aid clinical supervisors, counselors, and potentially clients and counseling training programs (Carson & Becker, 2004; Faiver, McNally, & Nims, 2000; Jeffrey, 2012; Jeffrey & Stone Fish, 2011; Koltz, 2008; Kottler & Hecker, 2002; Lawrence, Foster, & Tieso, 2015). Constructivist grounded theory methodology was used for this study, and a purposeful sample of participants was selected via the use of Q-Methodology procedures, specifically, by using Q-sorts and Q-interviews to narrow down participants to those who used creativity and intuition in their clinical supervision practices. Twenty-nine participants (Ohio-licensed and endorsed clinical counseling supervisors) completed Stage 1 (the Q-procedures) of this study. Three factors (Factor Ci, Factor CI, and Factor ci) arose from Stage 1 (n = 20). Participants from Factor Ci (n = 12) and Factor CI (n = 2) were asked to continued with the study and 11 did so. The grounded theory that emerged was the supervisory interaction vortex, which stemmed from a strong supervisory alliance and relationship. This theory was developed into a new clinical supervision model, the Creativity and Intuition Supervision Model (CISM), and expanded upon existing literature about the use of creativity and intuition within supervisory relationships.

Committee: Jane A. Cox (Committee Co-Chair); J. Stephen Rainey (Committee Co-Chair); Alicia R. Crowe (Committee Member); Steven R. Brown (Committee Member); Maureen Blankemeyer (Other) Subjects: Behavioral Sciences; Counseling Education; Counseling Psychology; Psychotherapy

Doctor of Philosophy (PhD), Ohio University, 2014, Clinical Psychology (Arts and Sciences)

Empathy has been one of the best and most consistent predictors of outcome in quantitative research. Yet a basic understanding of the definition and uses of this common therapeutic factor has been hindered by theoretical difficulties. This study aimed to reexamine existing theoretical considerations of empathy through a qualitative analysis of clients' phenomenological experience of empathy, the clients' understanding of the therapists' empathic communications, and the clients' understanding of the utility of empathy. Participants consisted of nine clients seeking individual psychotherapy at a training clinic for doctoral students in clinical psychology. Semi-structured video-assisted interpersonal process recall (IPR) interviews lasting approximately 120 minutes each, were used for data-collection. The video-replay of the respondents' latest therapy session during interviews facilitated access to the clients' thoughts and feelings experienced during the session without undue interference. Subsequent transcription of the interviews was further enhanced through a multi-channel video-recording of the interviews. Grounded theory was used for the analysis of the transcripts, and analysis was furthered by access to the video-recordings of the interviews by four co-researchers. The use of a problem formulation to guide the interviewer during interviews and initial exploration of respondents' definitions of empathy at the beginning of each interview, allowed the respondent and interviewer to quickly focus in on the subject matter under investigation while leaving the client free to explore their actual experiences as prompted by the video-replay of the sessions. An iterative process of interviewing and data-analysis as indicated by grounded coding led to a saturation point after the sixth interview, ending data-collection after three additional interviews. Final categories were contributed to by most participants, and contributions from all nine participants were u (open full item for complete abstract)

Committee: Timothy Anderson Ph.D. (Advisor); Ben Ogles Ph.D. (Committee Member); John Garske Ph.D. (Committee Member); Susan Young Ph.D. (Committee Member); Yegan Pillay Ph.D. (Committee Member) Subjects: Behavioral Sciences; Clinical Psychology; Counseling Psychology; Psychology; Psychotherapy

Ph.D., Antioch University, 2023, Antioch Seattle: Counselor Education & Supervision

This study solicited experts in relational violence across the United States using the Delphi methodology and grounded theory. This research was conducted in two phases and designed to answer two primary questions: (1) What cultural beliefs are involved in relational violence in the United States? And (2) How are the beliefs about relational violence maintained? The findings showed agreement from the experts on the societal beliefs that hold relational violence, the specific beliefs held by the abuser, and the impacts of these beliefs on the survivor. The experts offered ideas for intervention and prevention, which are important contributions to professional counseling and the field of relational violence, including specific educational considerations. This study enhances current research by providing a systemic lens to how relational violence is perpetrated. Cultural spillover theory was applied to identify the overlapping relationship between structural forces and violence, while polyvagal theory informed the biological underpinnings of relational violence and how it is perpetuated.

Committee: Stephanie Thorson-Oleson (Committee Chair); Shawn Patrick (Committee Member); Colin Ward (Committee Member) Subjects: Behavioral Psychology; Counseling Education; Counseling Psychology; Gender Studies; Mental Health; Multicultural Education; Public Health; Social Psychology

Ph.D., Antioch University, 2022, Leadership and Change

Strategic business change in the 21st century has been fraught with issues, resulting in failure for more than half of all attempted efforts to transform companies. Frontline managers (FLMs) are key to successful corporate change, transforming a company's direction into action and results and the COVID-19 pandemic has presented a unique business challenge for every Consumer Products Group (CPG) company and FLM by interrupting supply chains. The aim of this grounded theory study was to create theory by conducting open-ended interviews with 20 frontline managers to determine how they viewed themselves and their roles, teams, and bosses during change. Results demonstrated that the FLMs viewed themselves as protectors of their teams. The FLMs were competent, resilient leaders who loved the work of managing a team to deliver daily results. Unfortunately, many FLMs were required to navigate bosses that ranged from negligent to abusive. Even the FLMs who described having great bosses asked for something more, declaring a need for help. They called for bosses to provide four elements of leadership: Delivering clarity on the role, expectations, and escalation channels, quickly producing requested resources, hosting regular one-on-one meetings to discuss issues and career, and engaging with empathy and support while giving the FLM autonomy to do the role. When the boss delivers on the four requests, the frontline manager will likely have the autonomy, confidence, and partnership to fully engage in their challenging work. This dissertation is available in open access at AURA (https://aura.antioch.edu ) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Committee: Mitchell Kusy PhD (Committee Chair); Harriet L. Schwartz PhD (Committee Member); Ronald E. Riggio PhD (Committee Member) Subjects: Business Administration; Business Community; Business Education; Management; Organizational Behavior

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2016, English (Rhetoric and Writing) PhD

This dissertation, "Practitioners of Earth: The Literacy Practices and Civic Rhetorics of Grassroots Cartographers and Writing Instructors," addresses the question of how diverse literacies can advance the civic rhetorical work of communities underrepresented in public discourses. Specifically, I explore how grassroots cartographers make geographic maps to change dominant narratives and material realities of marginalized communities. I also explore how writing instructors teach geographic maps and diverse literacy practices in relation to civic learning objectives. I align my scholarship with feminist cultural geographers and rhetoric and composition scholars such Amy Propen; Nedra Reynolds; and Amy Diehl, Jeffrey T. Grabill, William Hart-Davidson, and Vashil Iyer who explore geographic maps in material, spatial, and rhetorical contexts. My dissertation continues this discussion, yet it goes further by examining the relationship between civic rhetorics and literacy practices as related to geographic mapping. To do this, I conducted semi-structured interviews to gather data from my participants shared with me. Additionally, I used textual analysis, narrative inquiry, and critical citation practices. To code and analyze the data, I used feminist-oriented teacher research and grounded theory methodologies. What I learned is that grassroots cartographers engage with diverse literacy practices, specifically rhetorical (audience and ethos), composing (multimodal and situated processes), intercommunal (cultural self-awareness and cultural humility), and technological (tools and communication). My findings also show that civic rhetorical work, including grassroots mapping, is accomplished through infrastructures that rely on people who practice a range of literate activities.

Committee: Kristine Blair (Advisor); Ronald C. Scherer (Other); Lee Nickoson (Committee Member); Sue Carter Wood (Committee Member); Clayton Rosati (Committee Member) Subjects: Rhetoric

PHD, Kent State University, 2013, College of Arts and Sciences / Department of English

This dissertation examines senior citizens' literacy practices as they manage the body in an effort to characterize seniors' “lived experiences.” The study is a grounded theory analysis of interviews with seniors ages 60 to 80. The seniors within this study show that they use literacy practices to leverage control over their bodies in uneven relationships with medical professionals; they view the body rhetorically; and they adopt new literacies mentalities (Knobel & Lankshear, 2007). The study allows the researcher to develop a model that characterizes seniors' uses of literacy practices. The researcher proposes the concepts embodying texts and embodied literacies to conceptualize the ways seniors use literacy.

Committee: Pamela Takayoshi Ph.D. (Committee Chair); Patricia Dunmire Ph.D. (Committee Member); Sara Newman Ph.D. (Committee Member); Kelly Cichy Ph.D. (Committee Member); John Gunstad Ph.D. (Committee Member) Subjects: Composition; Gerontology; Literacy; Rhetoric