PHD, Kent State University, 2022, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

This phenomenological study examined how students at a large, urban community college experienced being an artist, before and during the COVID-19 pandemic. It also investigated the ways these students made meaning of their arts experiences. The research design was based upon the model outlined in Interpretative Phenomenological Analysis (J.A. Smith et al., 2009). Data were drawn from interviews with a purposively selected sample of five students who had public performance or exhibiting experience in visual art, dance, music, or theater. The participants experienced emotions of happiness and joy in their arts practices, as well as a strong sense of satisfaction in their creative work. All of the students described elements of the psychological state of flow as a part of their artmaking. The participants' arts experiences during the pandemic were varied, and were influenced by the unique circumstances of their lives. They made various practical adaptations to continue their creative practices. The pandemic provided a reflective space, in which the participants considered their personal and artistic priorities. They reported a keen sense of loss over their isolation from others during the pandemic. However, fundamental aspects of their arts experiences remained unchanged during this time. The participants found meaning in their art as a form of expression, in its capacity to connect them with others, and in their love for their creative work. These findings yield implications for strengthening connections between two- and four-year arts programs, utilizing the arts' capacity for building community, and considering new approaches to collegiate arts education.

Committee: Martha Merrill (Committee Chair); Mark Kretovics (Committee Member); Alicia Crowe (Committee Member); Craig Resta (Committee Member) Subjects: Adult Education; Art Education; Dance; Education; Fine Arts; Higher Education; Music; Music Education; Performing Arts; Theater

Psy. D., Antioch University, 2013, Antioch Santa Barbara: Clinical Psychology

This phenomenological study sought to understand the experience of seven men who came forward to contribute and discuss their intimate partner relationships for what relational intimacy could reveal about themselves, the meaning of intimate partnership, and their understanding of being in intimate relationships. The theoretical assumptions applied to this study are: (a) Childhood sexual abuse interferes with the ability to achieve deeper experiences of idealized love; (b) Negative effects of adult relational attachment are manifested in anxiety related to sexual intimacy, fear of emotional intimacy, and inability to fulfill dependency needs such as trust, love, and security; and (c) There is decline in the development of a strong therapeutic alliance. This research was guided by two central questions: (a) Research Question 1: What are the lived experiences of intimacy among men who were sexually abused as children? and (b) Research Question 2: How do men who were sexually abused as children describe their experiences with intimacy? Research data were gathered and organized by utilizing a phenomenological approach. An interpretative phenomenological analysis was used to analyze transcripts of participants interviews. Based on their experiences in developing intimate partner relationships, the participants were able to construct meaning about their childhood sexual abuse and intimate partner relationships. Nineteen themes emerged: (a) interpersonal safety woven in the fabric of sexual abuse, (b) need for trust, connection, and openness, (c) ambiguity in the need for emotional reassurance and mistrust of interpersonal relatedness, (d) sexual dysfunction, (e) emotional/intimacy distance, (f) healing while attempting to negotiate intimate relationships, (g) vulnerable to being hurt/betrayed, (h) disintegration of real and perceived intimacy beliefs, (i) understanding, (j) communication, (k) non-abusiveness, (l) exposure to relational bonding and interconnectedness, (m) r (open full item for complete abstract)

Committee: Salvador Trevino Ph.D. (Committee Chair); Sharleen O’Brien Psy.D. (Committee Member); Alison Hoffman M.A. (Other); Rhiyan Quiton Psy.D. (Other) Subjects: Psychology; Psychotherapy

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

PHD, Kent State University, 0, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences

This study aims to understand special education teachers' lived experience of encountering Disruptive Classroom Behavior (DCB) among middle school students with Emotional and Behavioral Disorders (EBD) in self-contained classrooms. Employing an interpretative phenomenological approach, semi-structured interviews were conducted with eight teachers who self-identified as having lived experience with DCB. Through rich descriptions provided by participants, the study aims to understand the significance they attribute to these encounters and the realization of their roles as educators in such settings. Using a purposive and subsequent snowball recruitment approach, ten participants were identified, of whom eight in-depth interviews were conducted via Zoom, each lasting 45 to 60 minutes. Excluding one interview not classroom-based, the final analytic sample included seven participants' lived experience encountering DCB in self-contained classrooms for students with EBD. Following transcription, participant feedback was sought to ensure accuracy. Data analysis adhered to methodologies outlined by Peoples (2020) and Larsen & Adu (2021). The findings present seven individual narratives alongside a collective narrative, elucidating the delicate balance between professionalism and empathy, the importance of understanding the origins of DCB, and the resilience required for effective management. The study underscores the necessity for tailored professional development, collaborative support, and empathetic teaching approaches for students with EBD. It emphasizes the profound impact of teachers on students' lives and the evolving demands within the teaching profession.

Committee: Brian Barber (Advisor) Subjects: Special Education

Doctor of Education , University of Dayton, 2023, Educational Administration

Now follows the executive summary of the dissertation in practice. Western City Schools is a small and regionally ranked public school district. Despite its many successes, students report feeling a disconnect with teachers and a lack of sense of belonging (YouthTruth, 2022). In order to respond to this concern, this study seeks to better understand the overall organizational culture and uncover ways in which teachers and the district are responding to the increasingly diverse needs of their student population. This study employed a qualitative, phenomenological approach to better understand the lived experience of district staff. Purposeful sampling was used to generate high-quality data within a short period of time. Semi structured interviews were held on site and participants were asked to discuss their experiences related to the organizational culture, culturally responsive teaching practices, and their access to professional development supports. The data yielded rich descriptions of the lived experiences of teachers. First, it is evident that the culture of the district, known as “The Western Way”, has an impact on students and staff. Second, participants described varying levels of knowledge and expertise related to culturally responsive teaching practices. Finally, participants discussed the professional development (PD) and learning opportunities that they have had prior to and during their tenure at Western City Schools, which includes the PD offered by the school district. Collectively, these themes led to two recommendations and the creation of an action plan, which employs critical participatory action research in an effort to involve all stakeholders in the response. The first recommendation is to include teacher voice in district professional development planning and provide teacher choice, which both encourages autonomy but increases accountability. The second recommendation centers around building cultural support systems, which foster a (open full item for complete abstract)

Committee: Aaliyah Baker (Committee Chair) Subjects: Adult Education; Education; Teacher Education; Teaching

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

Although the majority of individuals in education fields are women, very few educational leadership positions are held by women. Therefore, the purpose of this study was to understand the lived experiences of women in educational leadership positions. The study aimed to explore women educational leaders' lived experiences, how they navigate barriers and opportunities, and how a community of women educational leaders can provide unique support to one another. This study utilized narrative action research to investigate the stories of five women educational leaders who held leadership positions ranging from teacher leader, building principal, and curriculum specialist. Members of the study participated in interviews, observations, reflections, and focus group sessions. The study uncovered the importance of community and mentorship on women leaders and ways structures can help grow those concepts in a school or district setting. Additionally, the study highlighted the value of collaboration to navigate barriers and provide opportunities. The study justifies how community and mentorship can be accomplished through collaboration. Women in educational leadership can impact a school or district and this study provides a call to action to dismantle oppressive structures in order to support women in furthering their leadership careers.

Committee: Shannon Navy (Committee Chair) Subjects: Educational Leadership

Bachelor of Arts, Wittenberg University, 2023, Sociology

Alternative spiritualities, or spiritual practices that fall outside of traditional organized religions, have long been viewed as deviant. But with growing religious discontent in the world, more people have begun turning to these alternatives. This thesis explores the lived experience, identity, and community of Americans who practice alternative spiritualities. Interviews were conducted with seven Spiritualist church attendees and three Witchcraft practitioners to further understand the impacts of spirituality on their daily lives and display the present need for these alternatives within society. Participants' lived experiences revealed that religious upbringings and discontent with organized religions directly influenced their motivations for seeking out spiritual alternatives. Moreover, their current spiritual practices actively shape continued motivations to maintain their spiritual beliefs. Spirituality is a critical piece of identity; however, it remains a factor in which people are conscious over due to the negative associations that are inherently attached onto the notion of alternative spirituality. Community remains a central component of alternative spiritualities, as it is a key factor in sustaining one's spirituality. Each of these elements convey that people are seeking out alternative spiritualities due to a present need for religious alternatives separate from traditional organized religions, which provide community and allow individuality, personal spiritual constructions, beliefs, and practices.

Committee: Nona Moskowitz (Advisor); David Nibert (Committee Member); Christian Raffensperger (Committee Member) Subjects: Religion; Sociology; Spirituality

Doctor of Philosophy (PhD), Ohio University, 2023, Mass Communication (Communication)

This project sought a deeper understanding of how the lived experience of teachers and school workers and the use of social media played out in media coverage of a public education strike in West Virginia. Through the unification of the theoretical calls of phenomenology and framing, this dissertation was grounded in the lived experience of the grassroots—teachers and public-school workers during a strike–and how social media was part of that experience. In-depth interviews were utilized to gain an understanding of the strike experience for teachers and school workers. A range of news stories were analyzed through an inductive qualitative frame analysis; finally, in-depth interviews with journalists were also conducted to gain a nuanced understanding of a strike experience and how it was framed in news reports. The results of this research project show that social media played a role in the strike experience for teachers and school workers, who described the power of digital tools in organizing, communicating, and unifying nearly 25,000 public school employees across worker status, geography, and culture. The content analysis of nearly 80 news stories published during the strike showed that news coverage of the event was more positive compared with prior work stoppages. Notably, sourcing included many more grassroots voices (teachers and school workers) rather than relying on government and union leaders in news reporting. Reporters acknowledged that social media helped them to identify sources as well as track events as they unfolded during the strike. However, they still privileged the perspectives of political elites in their coverage, most notably during the “wildcat” phase of the strike, when public school workers refused to accept a deal brokered by West Virginia's governor and the state's three public education unions. Thus, this dissertation suggests that digital tools, including social media, have implications for facilitating significant social c (open full item for complete abstract)

Committee: Drew McDaniel (Committee Chair) Subjects: Education; Education Policy; Educational Leadership; Journalism; Labor Relations; Mass Communications; Mass Media; Social Structure; Sociology

Doctor of Healthcare Administration (D.H.A.), Franklin University, 2021, Health Programs

Daughter caregivers for mothers with dementia lived experiences were explored in this dissertation study. The purpose of this research was to address a gap in existing literature concerning the lived experiences of daughters who formerly provided home care for their mothers with dementia and identify ways they improved their experiences. Dementia home care requires a high demand of attention, time, and resources which can negatively impact caregivers mentally, physically, and financially. It is important to identify ways to cope with aspects of dementia care to help families improve their caregiving experience. This study used a qualitative descriptive approach to address the research question and two sub-research questions. The concepts of Caregiver Identity Theory and coping strategies was used as a guide for this study. A convenience and snowball sample of 13 daughters who provided primary home care for their mothers with dementia participated in open-ended Zoom interviews and provided in-depth responses on their lived experiences with dementia caregiving. The interviews were transcribed verbatim, coded, and analyzed for major themes. ATLAS.ti Cloud software was used for coding analysis of the collected data. Four major themes and eight sub-themes resulted from the interviews to inform the research. Insights on coping strategies and advice on how to improve the caregiving experience were revealed from each participant. The insightful findings contributed to research by providing future caregivers with helpful advice to cope with caring for a relative with dementia and informed the development of effective dementia care interventions for healthcare professionals.

Committee: Gail Frankle (Committee Chair); David Meckstroth (Committee Member); Karen Lankisch (Committee Member) Subjects: Aging; Families and Family Life; Health Care; Individual and Family Studies; Womens Studies

Ph.D., Antioch University, 2021, Leadership and Change

There has been recognition in a consistent and long-term way that the most complex health issues of our time cannot be solved by one sector alone. Actions of funders and new policy spanning the last two decades have successfully attracted a diversity of sectors into planning circles. Many multi-sector collaborations (MSCs) aiming to improve community health have the desire to include the voices of those with lived experience in collaborative efforts, but they are challenged by conditions that are inevitably disengaging because of continued power imbalances, excessive bureaucratic process, and lack of action for change. A collaboration operating in the Gorge region of Oregon offers insight on how to rise above these challenges to inclusively engage those with lived experience. The Gorge has earned national notoriety as a result of improved community health indicators and the structure for collaboration and engagement make it a positive outlier. This exploratory case study asked the central question of what shapes inclusive engagement of participants with lived or living experience in MSCs working towards community health improvement. Building off the assertion that improved community health outcomes in collaboratives require the inclusive engagement of participants who are most closely impacted by health issues, this study sought to precisely include the perceptions of these individuals most closely impacted. Results were derived from 15 participant interviews, researcher observations of engagement, and a review of publicly available materials. A striking alignment was found between the perceptions of the three different study participant types participating in the Gorge MSC which confirmed the presence of three interrelated domains and ten themes. The study offers insight into (a) conditions that nurture a culture of collaboration and empowerment; (b) the role formal sector participants play in equitably sharing power; (c) how power viewed through an empowerment fra (open full item for complete abstract)

Committee: Aqeel Tirmizi Ph.D. (Committee Chair); Elizabeth Holloway Ph.D. (Committee Member); Tom Wolff Ph.D. (Committee Member) Subjects: Health; Health Care; Public Health

Doctor of Education (Ed.D.) in Leadership Studies, Xavier University, 2020, Leadership Studies and Human Resource Development

The purpose of this phenomenological study was to explore the lived experiences of leaders who self-reported having experienced post-traumatic growth. The study sought to describe how leaders view their post-traumatic growth as contributing to their leadership capacity. A total of 20 participants were interviewed about how they overcame 12 different types of traumatic events at various ages of their lives to achieve Post-Traumatic Growth. The participants consisted of 18 non-profit and 2 insurance professionals from the Midwest (Ohio, Indiana, and Minnesota) and Southwest (Texas) regions of the United States. Study participants were comprised of 4 males and 16 females of African American (9), Caucasian (9), African American & Native American (1), and Mexican (1) heritage. Primary results revealed that participants experienced permanent post-traumatic growth in Calhoun & Tedechi's Five Domains of Growth (New Possibilities, Spirituality, Appreciation of Life, Personal Strength, and Improved Relationships). In archiving their post-traumatic growth, participants reported utilizing three of the forms of social environmental support identified in Helgeson and Lopez's Social Environment for Post-Traumatic Growth Model (Self-Disclosure to Network, Received Support, and Received Growth Support). Those who reported achieving post-traumatic growth viewed the process is continuous and reported utilizing the lessons learned from their PTG experience to support those they lead.

Committee: Gail F. Latta Ph.D. (Committee Chair); Karen R. Schaeffer Ph.D. (Committee Member); Ahlam Lee Ph.D. (Committee Member) Subjects: Occupational Psychology

Doctor of Philosophy, Case Western Reserve University, 2020, Sociology

Living the “Forgetting Experience:” An Exploratory Inquiry of the Lived Experience of MCI Among Older Disabled Veterans Abstract by CHRISTINE M. SCHNEIDER Life expectancy has expanded to a point that most of us will experience MCI ourselves, or through a loved one. The idea that MCI reflects the loss of one's ability to think can be devastating to a person's self and identity, impacts social support and influences psychological distress. In order to understand how MCI affects individuals, we have to ask the individuals who are directly experiencing memory changes to understand the lived experience of MCI. The domains explored in this study fit in the framework of the stress paradigm (Pearlin et al., 1989) as they consider illness related stressors, social supports, coping and psychological well-being outcomes. Sampling and Methods: This study used a sample of older disabled veterans who have recently been diagnosed with MCI. Once identified, patients were approached in clinic, or by phone to obtain consent for participation in a semi-structured interview. The semi-structured interviews specifically explored the following domains: awareness, impact of diagnosis, social support, and coping with psychological distress. Findings: The lived experience of MCI is a multi-faceted stress and coping process. For each participant, the lived experience had commonalities and variations. All participants experienced lay appraisal that their forgetting was non-normative, yet all described the label of MCI at diagnosis as qualitatively different. The emotional reaction to the diagnosis ranged from validation to devastation. Yet the majority of this sample had accepted their diagnosis, even though they experienced anger, fear and frustration with changes in their memory. Overall, social support was a positive theme for this sample. Yet, initial changes in social support sometimes resulted in frustration with increased informal and formal support. Additionally (open full item for complete abstract)

Committee: Eva Kahana PhD (Committee Chair); Tim Black PhD (Committee Member); Gary Diemling PhD (Committee Member); Denise Kresevic PhD (Committee Member) Subjects: Sociology

Doctor of Philosophy, University of Toledo, 2017, Foundations of Education: Educational Psychology

An Abstract of Perceptions of Becoming a Nurse from the ESL Perspective: a Phenomenological Study by Carol Bryan Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Doctor of Philosophy Degree in Foundations of Education: Educational Psychology The University of Toledo August 2017 Understanding the lived experiences of English as a Second Language (ESL) novice nurses can help people who work with students in this population find ways to support their success and reach their goals. This author had three goals for doing this study. They were: 1) to gain insight about the lived experiences of novice nurses who have English as a second language and thereby increase the understanding about their experiences as nursing students, 2) to explore ways to use this new knowledge to help ESL nursing students succeed, and 3) to use this new knowledge to improve nurse to nurse, nurse to patient, and faculty to student interactions supporting the overall good of health care and patient welfare. Contributing to the success of these students is one way the American educational system can address the needs of an ever changing and increasingly diverse U.S. population. Nurses are needed who can effectively communicate with, understand, and meet the needs of a diverse patient population whose primary language is not English. In this study, the researcher collected written reflections about the lived experiences of ESL novice nurses. Questions focused on what they believed contributed to their successes as well as stimulated them to share insight about what it was like to iv complete nursing school, pass the NCLEX-RN, and begin careers in nursing when their primary language was not English. This study is one of the first to explore ways to help this population by reaching out to members of this group for answers and directions about ways to support their success.

Committee: Mary Ellen Edwards Ph.D. (Committee Chair); Thomas Dunn Ph.D. (Committee Member); Temeaka Gray Psy.D. (Committee Member); Lynne Hamer Ph.D. (Committee Member) Subjects: Education; Educational Psychology; English As A Second Language; Nursing

Psy. D., Antioch University, 2018, Antioch Seattle: Clinical Psychology

With video game usage--and criticism on its activity--on the rise, it may be helpful for the psychological community to understand what it actually means to play video games, and what the lived experience entails. This qualitative, phenomenological study specifically explores user behaviors and decisions in the simulated life video game, The Sims. Ten participants completed one- to two-hour long semi-structured interviews, and the data was transcribed, organized into 1,988 codes, which were clustered into 30 categories, and from which six themes ultimately emerged. These resulting themes are: self-representation; past, present, and future; purpose for play; self-reflection; co-creation; and familiarity. The essence of playing The Sims includes a degree of self-representation through gameplay choices, projecting one's own past, present or future into the game, and play that is motivated by distinct reasons or benefits. Gameplay in The Sims also involves a sense of familiarity, the interaction of inspirations coming from both the user and the game, and the users' reflections on the connection between themselves and the game. Relationships between the six resulting themes and the current literature on video game psychology are reviewed, and future research and clinical implications are discussed.

Committee: Jude Bergkamp Psy.D. (Committee Chair); Kirk Honda Psy.D. (Committee Member); Elizabeth Fanning Ph.D. (Committee Member) Subjects: Artificial Intelligence; Psychology

Ph.D., Antioch University, 2017, Leadership and Change

The purpose of this study is to examine the lived experiences of 18 African American women who went to Kenya, East Africa as part of a Cultural Reconnection delegation. A qualitative narrative inquiry method was used for data collection. This was an optimal approach to honoring the authentic voices of African American women. Eighteen African American women shared their stories, revelations, feelings and thoughts on reconnecting in their ancestral homeland of Africa. The literature discussed includes diasporic returns as a subject of study, barriers to the return including the causes of historic trauma, and how Black women as culture bearers have practiced overcoming these barriers by returning to the ancestral homeland. The data revealed that Cultural Reconnection delegations created an enhanced sense of purpose and a greater understanding of their roots and themselves. Participants further experienced a need to give back, participated in womanism, and gained a greater spiritual connection to their ancestors. Stereotypes and myths were dispelled. Leadership skills were improved. Participants gained a clear vision of the next step in their personal lives, an overall greater understanding of themselves. This dissertation offers significant insights into the nature and benefit of ancestral returns, and the cultural components of leadership and change, especially for diasporas who were involuntarily stolen from their native lands. The electronic version of this dissertation is available in open access at AURA, Antioch University Repository and Archive, http://aura.antioch.edu/ , and OhioLINK ETD Center, http://etd.ohiolink.edu

Committee: Philomena Essed Ph.D. (Committee Chair); Laura Morgan Roberts Ph.D. (Committee Member); W. Joye Hardiman Ph.D. (Committee Member); Filomina Steady Ph.D. (Other) Subjects: Adult Education; African American Studies; African Studies; American Studies; Black History; Black Studies; Educational Leadership; Multicultural Education; Sociology; Womens Studies

Ph.D., Antioch University, 2016, Antioch New England: Environmental Studies

This qualitative study explored five Western Christian theologians' religious lived experience of God's Spirit in and through Nature. The hermeneutic phenomenological research method was utilized. Rich descriptions of lived experience were collected through 60-90 minute long phenomenological interviews which were recorded and transcribed verbatim into a text for analysis. Analysis included repeated readings of the text, identification of themes, and validation and/or correction of themes. Synthesis looked at the research as a whole and established implications and applications for Christian theology, particularly ecotheology. The study contributes to the literature of phenomenology and theology, calls for a place for lived experience (along with scripture, tradition, and reason) within theology, seeks to encourage theologians to incorporate into their work personal lived experiences of the divine in and through Nature, and ultimately hopes to illuminate one way to help inspire the church to more deeply embrace the healing of Earth as a moral responsibility. The research should be of particular interest to phenomenological scholars, other scholars looking at human relationship with the environment/natural world, professional theologians engaged in developing ecotheology, and students of Christian theology.

Committee: Joy Ackerman PhD (Committee Chair); Don Compier PhD (Committee Member); Steve Chase PhD (Committee Member) Subjects: Education Philosophy; Spirituality; Theology

Doctor of Philosophy, Case Western Reserve University, 2016, Social Welfare

In 2014 approximately 249,000 babies were born in the United States to young women between the ages of 15 and 19. There are medical and psychological complications associated with adolescent pregnancy. One problem is the presence of maternal depression which is a serious condition with implications for both the mother and the child. Depression is experienced differently in adolescents than in adults, making it difficult to accurately assess and plan for services. Guided by Relational-Cultural Theory, this qualitative study described the lived experience of adolescent mothers in the early postpartum period. The study also examined adolescent mothers classified as depressed compared to those as nondepressed using the Edinburgh Postnatal Depression Scale. Eight adolescent mothers between the ages of 15 and 19 were interviewed using a semi-structured interview grounded in the theoretical and empirical literature. Questions were asked about risk factors for depression and to elicit the experiences of the participants as mothers. Data were analyzed using thematic analysis. Atlas.ti software was used to code and merge data. Two coders were used to increase reliability of the themes observed. At the micro level, participants talked about their change of perception of themselves, change in school plans, lack of knowledge about pregnancy and delivery, and feeling the pressure of time and role conflict. At the mezzo level, participants described the loss of friends when they became mothers and about changing connections and disconnections with family members and with the father of their baby. At the macro level, participants talked about negotiating medical, daycare, and educational systems and about their perceptions of being treated differently as a reaction to their status as an adolescent mother. Participants described both connections and disconnections that improved their experience of being an adolescent mother. The participants described ways i (open full item for complete abstract)

Committee: Elizabeth Tracy Ph.D. (Committee Chair) Subjects: Behavioral Sciences; Early Childhood Education; Families and Family Life; Health Care; Psychology; Social Work

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2016, Communication Studies

This dissertation explores the lived experiences of ovarian cancer. I used feminist ethnographic methods of in-depth interviews and focus groups to collect data from 28 ovarian cancer survivors in Northwest Ohio and Southern Michigan. The concepts of social support, uncertainty in illness, and intersectionality are used to understand women's experiences of the disease and their quality of life post-treatment. My grounded theory analysis shows the ovarian cancer experience as a process involving three phases including (not)making sense, owning the experience, and becoming a survivor. The phases are neither linear nor distinct, and each presents unique challenges to survivors, helping shape how they make meaning and communicate about their experiences. I identify managing uncertainty as the core variable in the ovarian cancer experience; uncertainty is high at diagnosis, plateaus during treatment, heightens again at the end of treatment, and remains in the backgrounds of women's lives as they navigate treatment aftereffects and/or recurrences. The ovarian cancer experience is influenced by women's age, religion, socioeconomic status, level of available social support, stage of disease, and treatment protocol. These factors work through and with each other to impact women's meaning making about the disease. This research helps demystify the ovarian cancer experience and puts human faces on the disease. It also provides a deeper understanding about the factors that influence women's experiences of ovarian cancer and the communicative strategies they use to determine their experiences.

Committee: Sandra Faulkner Ph. D. (Advisor); Apollos Nwauwa Ph. D. (Other); Radhika Gajjala Ph. D. (Committee Member); Lisa Hanasono Ph. D. (Committee Member) Subjects: Communication; Health; Health Care; Womens Studies

MLIS, Kent State University, 2015, College of Communication and Information / School of Information

There has been a surge of interest in what attracts visitors to memorial museums and other sites commemorative of historically significant tragic and violent events. Millions of people are drawn to these places each year, in turn creating a new area of research known as “dark tourism”. While much of the research has focused on the commodification and rise in popularity of dark tourism sites, there is little research from the visitor's perspective inquiring about the meanings people take away from these sites, what they are experiencing, and what motivates them to visit. In light of this gap, an interpretative phenomenological analysis (IPA) study was conducted at the May 4th Visitors Center in Kent, Ohio. The May 4th Visitors Center commemorates the events leading up to and following the tragic shooting and deaths of several students by the National Guard in 1970. The intent of the study was to learn about visitors' lived experiences at memorial museums and describe meanings made from these experiences; discover (if any) experiential themes are present across visitors; and determine if current descriptions of dark tourists match with visitors' lived experiences in memorial museums from this study. After interviewing and analyzing four first-time visitors to the May 4th Visitors Center, four overarching themes were found amongst their experiences: 1. Connecting the past to the present: The person connects events memorialized in the museum to current events; 2. Putting oneself in the situation: The person makes a strong connection with those involved in the events memorialized, and realizes, “that could have been me”, or asks themselves, “what would I have done?”; 3. Justifying emotional reactions: Participants felt a need to explain why they reacted to the information on exhibit in a particular way; and 4. The power of multimodality: There is recognition of an enhanced experience due to the various ways information is presented in the exhibit (i.e. text, grap (open full item for complete abstract)

Committee: Kiersten F. Latham (Committee Chair) Subjects: Communication; Information Science; Museum Studies; Museums

Doctor of Philosophy, University of Toledo, 2015, Curriculum and Instruction

The lived experience of being a drug trafficker is something that fortunately most of us will never go through. However, for young African-American males living in the inner city, the likelihood of being involved in or exposed to drug trafficking is much higher than the average population. In fact, 1 in every 10 African American adolescents within the age of 14 to 17 living in urban areas were directly or indirectly involved in drug trafficking in the past (Stanton & Galbraith, 1994). Because most people have no idea what it is like to be a drug dealer, in order to successfully intervene and deter young African American males from dealing, it is necessary to understand what it is like to be one. What social and psychological pressures, rewards, punishments, reinforcements, and deterrents do they experience? To understand the perspective of drug dealers and to collect information for a new intervention program, this study applied a phenomenological methodology to investigate the lived experiences of three adult African-American males who were drug dealers as youths. These men are currently successful career and family men who have left their former drug dealing lives behind. Based on the results of interviews with these men, the major similarities, differences, and themes of their experiences, I collected and analyzed to arrive at the essence of their experiences and related them to my own bracketed experiences working with this population in the past. I analyzed and interpreted this essence within the social learning theory framework of Julian Rotter. Finally, the essence of their experiences within Rotter's framework informed a new curriculum for a program to deter young African American males from becoming future drug dealers based on the reality of their experiences rather than imposed beliefs from outsiders.

Committee: Leigh Chiarelott (Committee Chair); Morris Jenkins (Committee Member); Lisa Kovach (Committee Member); Mark Templin (Committee Member) Subjects: African Americans; Criminology; Curriculum Development