PHD, Kent State University, 2021, College of Public Health

The current growth of the proportion of the U.S. population comprised of adults aged 65 and older is unprecedented and presents multiple public health challenges. Although older adult refugees represent a small sector of the U.S. refugee population, refugee admissions have contributed to the growth of the aging U.S. population. In recent years, Somalis have been one of the largest refugee groups admitted to the U.S. As a result of extreme circumstances associated with forced migration, the plight of older and aging refugees is unique, and their challenges may be more complex than those of other older adult populations. When immigration is aptly viewed as a social determinant of health, it is clear that the stressors of aging, coupled with traumatic pre-and post-migration experiences and the challenges of resettlement in an unfamiliar context, increase the likelihood of poor health outcomes among older refugee populations and threaten their health-related quality of life (HRQoL). Consistent with World Health Organization (WHO) objectives, healthy aging encompasses quality of life and not just absence of disease. However, as the priorities that define HRQoL vary across cultures, there remains an unmet need for additional research to explore relevant perceptions among refugees, including the large number of Somali individuals aging out of place. The purpose of this Interpretative Phenomenological Analysis (IPA) study is to illuminate how older resettled ethnic Somalis transculturally aging in the Midwest U.S. perceive and make meaning related to their HRQoL. Participants included 16 purposively selected Somali immigrants, aged 60 years and older, who engaged in one-to-one, in-depth, semi-structured interviews conducted with the assistance of an interpreter. Translators performed the WHO prescribed forward and backward translation of the interview guide and helped reconcile the translated Somali to English transcriptions with the English only transcriptions. Analysis co (open full item for complete abstract)

Committee: Sheryl Chatfield (Committee Chair) Subjects: African Americans; Aging; Behavioral Sciences; Public Health

Psy. D., Antioch University, 2015, Antioch New England: Clinical Psychology

The issues of rising terrorism, violence, and scarcity of basic needs will increase in the coming decades, and children that need psychological services in disaster areas around the world will also increase (Alim, 2008). The study utilized the House-Tree-Person (HTP) projective test to examine the adaptation and maladaptation of Haitian children who lived in extreme urban poverty, broken infrastructure, and relocation camps in the aftermath of the 2010 earthquake. The 43 participants of the original archived data set provided 129 protocols of house, tree, and person drawings (Roysircar & Colvin, 2015). Out of that dataset, the present study used 39 HTP protocols from 13 Haitian child participants, ages 7 to 9 years old. The 39 HTP drawings protocols were coded using a Jungian Interpretative Design (Furth, 2002). These coded results were analyzed with a modified qualitative methodology of the Interpretative Phenomenological Analysis (IPA). The Jungian Interpretative Design revealed adaptive (“tree has some fruits”) and maladaptive presentations (“the man is holding a machete in his left hand”), and an overall impression (“this person portrays a sense of agency and action”) of the drawings. Seven superordinate and subordinate clustered themes emerged from the IPA: Vulnerability and Powerlessness; Resiliency; Aggression; Well-Being; Sublimated idealization and Fantasy; Self-Efficacy and Agency; and Trauma. The superordinate and subordinate themes from the Haitian children's drawings were compared with themes from two international HTP studies: an Israeli study (Nuttman-Shwartz, Huss, & Altman, 2010) of children who experienced forced re-settlement; and a Chinese study (Wang, Xu, & Wang, 2010) with children who experienced an earthquake (Wenchuan earthquake). The three studies' participants and their stressful environment were comparable. Themes unique to Haitian participants included depiction of naked persons that indicated poverty and fruit-bearing trees in planter (open full item for complete abstract)

Committee: Gargi Roysircar EdD (Committee Chair); Gina Pasquale PsyD (Committee Member); Porter Eagan PsyD (Committee Member) Subjects: Clinical Psychology

PHD, Kent State University, 2015, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences

This study sought to understand how people satisfy needs by engaging in console-based video games and ultimately help counselors understand clients' need fulfillment by video games. Data has been collected on the players' experiences and thoughts on how console-based video games meet the four basic psychological needs of choice theory. After reviewing the participants' data, patterns and themes have been generated and reported from the dialog of the participants. These patterns and themes were used to inform professional counselor readers how to assist video game playing clients understand their basic psychological needs more efficiently.

Committee: Steve Rainey, Ph.D. (Committee Co-Chair); Betsy Page Ed.D. (Committee Co-Chair); Alicia R. Crowe Ph.D. (Committee Member) Subjects: Counseling Education; Counseling Psychology; Mental Health

PHD, Kent State University, 2025, College of Nursing

Nonbinary and gender diverse (NBGD) people are individuals whose gender identity is different than their sex assigned at birth and is between, outside, or beyond the gender binary. NBGD people are a disparate population that experiences stigmatization, discrimination, and poor mental and physical health at much higher rates than the general population and their binary transgender peers. Approximately 1.2 million lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ+) adults living in the United States (US) identify as nonbinary or gender diverse. Nursing science has failed to explore the health of, or disparities experienced by, NBGD people. Few studies have examined the experiences of NBGD people separate from binary transgender individuals. This constructivist interpretative phenomenological analysis study sought to address this gap by exploring how NBGD individuals understand and experience health. Seven NBGD adults assigned female at birth completed two semi-structured interviews and were asked to journal between interviews. The open-ended interview questions inquired about the participants' definitions of health, factors that impact their health, and how they see their future health. The Body Keeps the Score emerged as the predominant way the participants experience health with gender and trauma as the two most significant factors. Highlighted in their gender experiences was the unique intersection of cisgenderism, transgenderism, sexism, and the invisibility of NBGD identities. The pervasiveness of traumas underscored the need to expand on Minority Stress Theory by considering non-gender related traumas and other intersectional experiences that impact NBGD individuals' health. Implications for nursing practice include acknowledgement and validation of diverse gender identities, more inclusive healthcare nomenclature and environments, and trauma-informed care that recognizes the varied and often hidden traumas that people carry.

Committee: Pamela Stephenson Ph.D. (Committee Chair); Amy Petrinec Ph.D. (Committee Member); Versie Johnson-Mallard Ph.D. (Committee Member); Mollie Merryman Ph.D. (Committee Member) Subjects: Gender; Gender Studies; Health; Health Care; Health Sciences; Mental Health; Nursing

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

The purpose of this dissertation was to investigate the lived experience of mid-level student affairs leaders who identify as cisgender, gay, White, and male in order to further understand the multidimensionality of embodying both privileged as well as marginalized identities. Four participants were interviewed using a semi-structured interview guide and the resulting transcripts were analyzed utilizing the Interpretative Phenomenological Analysis (IPA) perspective. Experiential themes that emerged from the analysis of the individual cases as well as across the cases include unintended pathways into the field of student affairs, experiences of challenging heterosexual male supervisors and the preference for women supervisors, experiences of bias, strategies utilized to navigate privileged identities, and the role that the COVID-19 pandemic had on prioritizing the pursuit of life-work balance. Overarching themes of the tension between the values and expectations of student affairs and the pursuit of work life balance as well as the complexity of navigating the multidimensionality of privileged and oppressed identities are discussed. Unanticipated findings include the level of variation in the salience of the participants gay identity as well as the scarceness of reference to masculinity. Implications for leadership, the scope of the study, and areas for further research are also discussed. 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); Travis Schermer PhD (Committee Member) Subjects: Communication; Education; Educational Leadership; Epistemology; Gender; Gender Studies; Glbt Studies; Higher Education; Minority and Ethnic Groups; Organizational Behavior; Social Psychology; Social Structure

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

The present study utilized Interpretative Phenomenological Analysis in order to examine the lived experiences of young adult, cisgender women and the development of internalized sexism. Eight participants completed semi–structured interviews focused on their relationships with other women and subsequent views of womanhood. Themes found were (a) womanhood is taught by women throughout the lifespan, (b) women are sexually responsible for men, (c) women are emotional caregivers, (d) there are biological bases of womanhood, (e) women are expected to “do it all,” (f) expectations of women are fueled by media portrayal, (g) traditional femininity is seen as oppositional to the feminist movement, and (h) womanhood is a community. The results of the study found that young adult women hold similar beliefs and attitudes surrounding what it means to be a woman. Additionally, young adult women's perceptions of womanhood are similarly influenced by common external factors that stem from society's sexism and misogyny and lead to behaviors of internalized sexism. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Committee: Melissa Kennedy, PhD (Committee Chair); William Heusler, PsyD (Committee Member); Kristi Lemm, PhD (Committee Member) Subjects: Behavioral Psychology; Behaviorial Sciences; Clinical Psychology; Cognitive Psychology; Cognitive Therapy; Counseling Education; Counseling Psychology; Cultural Resources Management; Developmental Psychology; Educational Psychology; Evolution and Development; Experimental Psychology; Families and Family Life; Gender; Gender Studies; Health Education; Health Sciences; History; Individual and Family Studies; Mental Health; Personal Relationships; Personality; Personality Psychology; Physiological Psychology; Psychology; Psychotherapy; Public Health; Social Psychology; Social Research; Social Structure; Social Work; Sociology; Therapy; Womens Studies

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

This qualitative study explored the lived experience of addiction counselors in their work with clients who have a primary diagnosis of methamphetamine (MA) use disorder. Interpretative phenomenological analysis was used as the methodology for this study. A total of seven participants were recruited and met inclusion criteria. Participants engaged in individual, semi-structured interviews. The primary themes that emerged included “Flexibility,” “Understanding,” “Self-Reflection,” “Demanding,” “Encountering Resistance,” “Hope,” “Developing an Individualized Understanding of MAUD,” and “Essentials of Treatment Success.” The findings of the study demonstrate the usefulness of qualitative inquiry to examine the lived experience of addiction counselors in their work with an MA-dependent population and provide guidance on the clinical application of the findings.

Committee: Michael Toohey PhD (Committee Chair); Brad Tyson PsyD (Committee Member); Melissa Kennedy PhD (Committee Member) Subjects: Psychology

Psy. D., Antioch University, 2024, Antioch New England: Clinical Psychology

Posttraumatic growth (PTG) is positive psychological change that can result from the struggle with trauma or other highly stressful events (Calhoun & Tedeschi, 1999; Calhoun et al., 2010). The aim of this study was to capture the rich narratives of individuals who have experienced pregnancy loss and reported PTG. The narratives of ten participants were investigated to better understand what areas of posttraumatic growth they experienced following this often-devastating loss, as well as the processes that led to this growth. Participants of this study reported experiencing growth in the domains of (a) Relating to Others, (b) Personal Strength, (c) New Possibilities, (d) Appreciation of Life, (e) Spiritual Change, and (f) Altruistic Expansion. The findings of this study support the existing literature on posttraumatic growth, suggest future directions for research, offer recommendations for behavioral health and medical practitioners, and provide insight into the experience of growth following pregnancy loss. This study outlines strategies that may help facilitate this growth. It is my hope that this study will be a resource for those grieving the loss of a pregnancy, as well as a resource their friends, family, and professionals who wish to provide support through this process. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Committee: Kathi Borden Ph.D (Committee Chair); Nancy Ruddy Ph.D. (Committee Member); Gina Pasquale Psy.D. (Committee Member) Subjects: Behavioral Sciences; Clinical Psychology; Health Sciences; Psychology

PHD, Kent State University, 2024, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

This qualitative study used an interpretative phenomenological analysis framework (Smith et al., 2012) to explore the ways in which U.S. public university chancellors and presidents experience campus free speech and safe space. Six public university leaders with campus free speech and safe space experience participated in semi-structured interviews in 2022. The resulting analyses included exploration of participants' perceptions and sensemaking, in addition to the double hermeneutic relative to researcher sensemaking (Smith et al., 2012). The findings indicated that participants viewed free speech as foundational to civilized society. Participants emphasized the academy's role in protecting and promoting free speech, while fostering safe spaces for learning and intentional dialogue. The impact of sociopolitical, geographic, and historical contexts on participants' free speech and safe space experiences, perceptions, and sensemaking was highlighted, in addition to the impact of university stakeholders. Additionally, participants demonstrated similarities in their sensemaking relative to campus free speech and safe space, often engaging characteristics of balancing, collaborating, leading, learning, mentoring, and responding. The findings suggest several implications for university leadership. The development of deep and diverse stakeholder relationships, in addition to support systems with others experienced in the presidential role, would be useful for informing leaders' free speech and safe space sensemaking and decision making. Additionally, the need for leadership training on issues related to balancing campus free speech and safe space considerations was also identified.

Committee: Stephen Thomas (Committee Chair); Tricia Niesz (Committee Member); Tara Hudson (Committee Member) Subjects: Higher Education

Psy. D., Antioch University, 2024, Antioch Santa Barbara: Clinical Psychology

Although Attention Deficit Hyperactivity Disorder (ADHD) was once thought to be a disorder specific to childhood and adolescence, it is now accepted that ADHD symptomatology frequently persists into adulthood (Biederman et al., 2010). In addition to poorer social skills and more relationship problems, young adults with ADHD attain lower levels of educational and occupational achievement (Kuriyan et al., 2012). The overarching goal of this study was to understand how ADHD symptomatology impacted the academic functioning of female graduate students diagnosed with ADHD. This study also sought to understand how female graduate students with ADHD coped with the academically deleterious nature of ADHD symptoms. Additionally, this study focused on resilience; specifically, how female graduate students with ADHD experienced themselves as resilient, and how their resilience impacted the ways they coped with the academic challenges and stressors engendered by ADHD symptomatology. Data were collected using a semi-structured interview protocol. Participants' interview transcripts were coded, analyzed, and interpreted using Interpretative Phenomenological Analysis (IPA). Results revealed five group experiential themes [GETs] and 25 individual themes. To increase the validity of the research findings, themes identified in the researcher's data analysis were audited by the researcher's chairperson. In addition to finding that participants used a wide variety of coping skills to manage their ADHD symptomatology, participants' resilience was found to protect against academic impairment and promote development and employment of coping skills and strategies. This dissertation is available in open access at AURA, https://aura.antioch.edu/ and OhioLINK ETD Center, https://etd.ohiolink.edu

Committee: Brett Kia-Keating Ed.D. (Committee Chair); Melissa Kennedy Ph.D. (Committee Member); Kristine Jacquin Ph.D. (Committee Member) Subjects: Clinical Psychology

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.

Committee: Michael J. Toohey PhD, ABPP (Committee Chair); Alicia Pardee PhD (Committee Member); Melissa Kennedy PhD (Committee Member) Subjects: Clinical Psychology; Mental Health; Psychology; Rehabilitation; Social Research

PhD, University of Cincinnati, 2023, Education, Criminal Justice, and Human Services: Educational Studies

While much attention has been focused on the benefits of the home literacy environment to young children's literacy development and the importance of the mother-child interactions within this space prior to the outbreak of the novel coronavirus (COVID-19) pandemic in January 2020 (Neuman et al., 2018; Senechal & LeFevre, 2002, 2014), little research has been conducted on the impact of the pandemic on the role of working mothers in the home literacy environment. This dissertation presents an interpretative phenomenological analysis exploring how working mothers of preschool-aged children describe the pandemic's impact on their role in the home literacy environment and how family literacy experiences change during the pandemic in this context. Data was collected through semi-structured interviews, videorecording, field notes, and journaling. The analysis resulted in five superordinate themes, including: working mothers' roles in the home literacy environment, barriers to their role fulfillment, their focus on both time and development in their family literacy practices, beliefs about and influences of family literacy practices, and the interactions and materials that comprised their experiences with their children in the home literacy environment in the pandemic context. Recommendations are made for future research focusing on the connection between role and practice in the home literacy environment, the exploration of the impact of practices with others in the home beyond mothers, technology as a literacy practice, and the optimal frequency of engagement in literacy practices.

Committee: Victoria Carr Ed.D. (Committee Chair); Holly Johnson Ph.D. (Committee Member); Allison Breit Smith Ph.D. (Committee Member) Subjects: Preschool Education

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

This phenomenological study explored Black women's lived experiences with racial trauma stemming from direct and indirect encounters with police brutality. A total of nine participants living in Washington state participated in this study. They identified as Black, ciswomen, fluent in English, and at least 21-years-old. In-depth, semi-structured, qualitative interviews were conducted to explore participants' experiences with police. Transcripts were analyzed using interpretative phenomenological analysis. The results consisted of the following five themes: (a) forms of police encounters, (b) influence of identity, (c) perceived reason for police brutality, (d) emotions stemming from police brutality, and (e) tactics to survive police interactions. These findings have the potential to garner support in dismantling oppressive systems that lead to Black women's vulnerability and invisibility and reform policies that disproportionately impact Black women. This dissertation is available in open access at AURA, https://aura.antioch.edu, and OhioLINK ETD Center, https://etd.ohiolink.edu.

Committee: William Heusler (Committee Chair); Michael Sakuma (Committee Member); Chalon Ervin (Committee Member) Subjects: African American Studies; Clinical Psychology; Counseling Psychology; Criminology; Developmental Psychology; Gender Studies; Health; Psychology; Psychotherapy; Public Health; Social Research; Social Work; Womens Studies

PHD, Kent State University, 2023, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

The Flexner Report (1910) established the assessment that provided the standards of medical education. Although the American Association of Medical Colleges (AAMC) has updated standards to increase the diversity of medical students throughout the years, the percentage of Black medical students identifying as women has not increased as expected. There is an underlying culture, known as hidden curriculum, in medical schools that is not known to all students but is visible in institutional policy, assessment and evaluation, funding, and institutional verbiage. During the summer 2022, five Black medical students who identified as women participated in this Interpretative Phenomenological Analysis (IPA) study that explored how Black medical students who identify as women experience hidden curriculum during their pre-clinical years of medical education. The research questions focused on how this student population made meaning of their experiences and how it impacted them in their pre-clinical years of medical school. The results indicated that hidden curriculum is similarly experienced by the students even though their individual experiences vary. Data analysis produced six themes, including (1) the whole ecosystem that impacts a student's perceptions, (2) the real pressure on students resulting from the minority tax, (3) fear of ramifications associated with being vulnerable, (4) cultural influence on the student's pursuit of medical education, (5) semantics and actions used to communicate, and (6) the uniqueness/specialness of working on behalf of all Black medical students who identify as women.

Committee: Christa Porter (Committee Chair) Subjects: Education; Health Education; Health Sciences; Higher Education; Medicine

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

This phenomenological study explored the lived experiences of adults with a DSM-5 diagnosis of avoidant restrictive food intake disorder (ARFID) aiming to describe key features of ARFID as it is understood by treatment-seeking adults. Nine treatment-seeking adults with a full-threshold diagnosis of ARFID (aged 20–42) were recruited. In-depth, semi-structured, qualitative interviews were conducted to explore participants' experiences and perceptions of avoidant and/or restrictive eating. Transcripts were analyzed using interpretative phenomenological analysis, through which three group experimental themes were generated: (a) “A tradeoff between safety and freedom,” (b) “A broken self,” and (c) “Being seen: A double-edged sword.” This study's findings highlighted participants' perspectives on ARFID which may help enhance treatment quality, retention, and engagement, as well as inform the development and implementation of future interventions.

Committee: Dana Waters (Committee Chair); Wendy Oliver-Pyatt (Committee Member); Melissa Kennedy (Committee Member) Subjects: Clinical Psychology; Psychology

Master of Science (MS), Bowling Green State University, 2023, Communication Disorders

Dysphagia, or difficulty swallowing, is a common consequence of head and neck cancer (HNC) and its associated treatments. Speech-language pathologists (SLPs) often play an integral role in the rehabilitation of swallowing difficulties for people with HNC. In clinical speech pathology, it is of utmost importance to base treatment decisions on high-quality evidence. One key tenant of evidence-based practice that is often overlooked is the client perspective. To date, limited research has explored the perspectives of individuals with HNC who have received treatment for dysphagia, especially HNC survivors living in the United States (U.S.). To close this gap, the aim of this project is to establish an increased comprehension of the perspectives of individuals with HNC who have been treated for dysphagia. Specifically, the project explores participant perceptions of which elements of dysphagia care led to positive clinical experiences and which elements created barriers to positive experiences. Six individuals participated in individual, semi-structured interviews to share their experiences with HNC and dysphagia treatment. Using interpretative phenomenological analysis, the interview data were coded and analyzed. A set of themes emerged from the recurrent and substantiated ideas within the data. The ability to participate in dysphagia therapy was limited by the physical effects of cancer treatments. Swallowing difficulties caused the participants to experience psychological and emotional reactions. Participants revealed that they had no concerns with accessing treatment financially. However, several individuals were not provided with a speech therapy referral until significant swallowing difficulties developed. Generally, the participants found value in their dysphagia treatments and faced no difficulty accessing speech therapy once they were referred. Future research directions and clinical implications were provided to improve patient-centered care for individuals wit (open full item for complete abstract)

Committee: Brent Archer Ph.D., CCC-SLP (Advisor); Colleen Fitzgerald Ph.D., CCC-SLP (Committee Member) Subjects: Speech Therapy

Doctor of Philosophy (Ph.D.), University of Dayton, 2022, Educational Leadership

American higher education institutions (HEIs) often prioritize internationalization on their campuses and as a result, prior to the outbreak of the COVID-19 pandemic, the number of international students had grown steadily over the past several decades. Pathway programs have become features in the landscape of international higher education as a mean to increase access to American higher education. Often these pathway programs are implemented and managed by third-party pathway providers, who recruit international students on a partner institution's behalf. However, little research has been conducted to explore the experiences of international students in third-party pathway programs, and this dissertation attempts to fill a gap in the literature. This study applies a three-part framework that integrates acculturation theory, sociocultural theory, and the theory that internationalization is a culture shift and utilizes Interpretative Phenomenological Analysis (IPA) through an anti-deficit lens to explore how international undergraduate students perceive and make sense of their experiences within third-party pathway programs on college campuses in the southeastern United States. Eighteen students from three research sites were interviewed, and findings indicate that (a) students rely on recruitment agencies, (b) varying degrees of alignment exist between expectations and experiences affect students' transitions, (c) pathway length varies but English development is constant, (d) sheltered spaces strengthen a sense of belonging and connectedness, (e) students are aware of and prepared for challenges, and (f) support comes in many forms.

Committee: Mary Ziskin (Committee Chair); Nicola Work (Committee Member); Matt Witenstein (Committee Member); Colleen Gallagher (Committee Member) Subjects: Educational Leadership; English As A Second Language; Higher Education

PHD, Kent State University, 2022, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences

The purpose of this interpretative phenomenological analysis (IPA) study was to garner a greater understanding of professional counselors' experiences and understandings of the role and boundary changes in their personal relationships following counselor education and preparation. Additionally and interrelatedly, professional counselors' experiences and understandings of close others seeking informal, counseling-related help from them were also explored. Data were collected from eight participants in the form of semi-structured interviews. The participants were licensed professional counselors in Ohio who graduated from CACREP-accredited counseling programs no more than five years before the initial interview date. The data were analyzed using the six steps of IPA. Four superordinate themes and 16 corresponding subthemes emerged from the data. The four superordinate themes included: (a) personal relationship skills and awareness are enhanced by positive personal growth, (b) close others' misperceptions of counseling influence their role expectations, (c) context matters in experiences with non-client, close others seeking informal counseling-related help, and (d) multiple approaches are used for navigating personal relationship boundaries. Findings from the current study contribute to the professional literature beyond the existing anecdotal and ancillary accounts of these phenomena. Moreover, the findings from this study bring additional implications and recommendations for counselor educators and supervisors and continued advocacy efforts to light.

Committee: Jane A. Cox (Committee Co-Chair); Lynne Guillot Miller (Committee Co-Chair); Alicia R. Crowe (Committee Member) Subjects: Counseling Education

Ph.D., Antioch University, 2022, Antioch New England: Marriage and Family Therapy

The COVID-19 pandemic has brought many changes to the world of mental health, especially in the delivery that marriage and family therapists provide services to their clients and while balancing their own self-care. In order to provide therapists with a base from which to work through these changes, a thorough review of the literature is provided as well as an interpretative phenomenological analysis. Chapter one provides an introduction to the topic of relational teletherapy during the COVID-19 pandemic and self-care for therapists, defines the terms teletherapy and self-care, and clarifies the conceptual frameworks at use in the dissertation: ecological systems theory. Chapter two is a review of peer-reviewed literature on relational teletherapy and self-care practices for marriage and family therapists. There is a focus on teletherapy provided during the COVID-19 pandemic, especially during the initial shift from face to face services. Chapter three is an interpretative phenomenological analysis that answers the question: how has the shift and practice of teletherapy impacted marriage and family therapists professional therapeutic work and personal self-care practices through the ongoing COVID-19 pandemic? Chapter four provides the four themes and twelve sub themes that emerged from the eleven participants' experiences in this study. Chapter five is a discussion of the research findings among the themes, implications, limitations within this study, a call for future research, and conclusion of findings from this study.

Committee: Lucille Huffard Byno Ph.D. (Committee Chair); Jinsook Song Ph.D. (Committee Member); Janet Robertson Ph.D. (Committee Chair) Subjects: Social Psychology; Therapy

Doctor of Philosophy (PhD), Ohio University, 2021, Counselor Education (Education)

As the older adult community increases, there will be a higher demand for counselor professionals who are prepared to serve the needs of the population. Within that cohort, the population of older adult Black women is rapidly increasing. In efforts to serve the unique cultural needs of the population, it will be imperative that counselor professionals are able to provide treatment and support that acknowledges the dense cultural history that shapes their identity. By exploring the cultural framework through the lens of Black feminist theory, counselor educators and professionals can glean greater awareness of how to accommodate older adult Black women in ways that promote mental health, wellness, and healthy aging within the population. This interpretative phenomenological analysis study will explore ways older adult Black women who identify with the Strong Black Woman schema make sense of the aging process while promoting their mental health and wellbeing.

Committee: Mona Robinson (Committee Chair); Christine Bhat (Committee Co-Chair); Theda Gibbs-Grey (Committee Member); Adah Ward-Randolph (Committee Member); Adrienne Erby (Committee Member) Subjects: Counseling Education