Doctor of Philosophy in Health Sciences, Youngstown State University, 2023, Department of Graduate Studies in Health and Rehabilitation Sciences

Individual values are an integral component of personal identity, guiding attitudes, behaviors, and dispositions and are the foundation for professional values formation in physical therapy. Professional identity formation occurs throughout a physical therapist's academic preparation and career. During this process, introduction to professional values as defined by the Core Values for the Physical Therapist and Physical Therapist Assistant occurs within an educational context. The integration of professional and programmatic values within the framework of individual values yields a complex multidimensional understanding of values and values formation. A scoping review was conducted to understand the existing understanding of values within physical therapy. A survey of physical therapists explored basic human values of physical therapists across the United States. Thematic coding and analysis of Doctorate of Physical Therapy program mission and vision statements was completed to determine the values of academic programs. Findings from the studies within this manuscript suggest that a diverse and changing understanding of values exists within physical therapy with the need for a contemporary perspective on values. Physical therapists embrace values that are others-centric though differences in values exist, and programmatic values center on societal benefit, competence, scholarship, recognition, and excellence. The findings suggest that physical therapists hold values associated with the betterment of others and society while physical therapy programs value their societal impact and the societal influence of their graduates. However, further studies are needed to understand the process of values formation and to create an updated values framework for physical therapy.

Committee: Cara Berg-Carramusa PT, MSPT, EdD (Advisor); Elizabeth Domholdt PT, EdD, FAPTA (Committee Member); Christine McCallum PT, PhD (Committee Member); Leigh Murray PT, PhD (Committee Member) Subjects: Health Sciences; Physical Therapy

PHD, Kent State University, 2021, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

This interpretive qualitative study examined how professional socialization experiences shape the student affairs specialty choice of higher education and student affairs (HESA) master's-level students. This research utilized Perez's (2014) conceptual model to comprehend participants' socialization, sensemaking, and self-authorship as they reflect on HESA contemporary skills and values and their influence on preferred functional area for their first full time position. Data were collected from 13 participants enrolled in a HESA graduate preparation program at a Midwestern university through a sequence of document analyses and virtual, semi structured interviews. Findings of this study showed that participants deemed navigating HESA interpersonal dynamics; understanding logistics and planning to ensure quality and intentional work; and developing and using research and resources to be essential skills. Holistic college student development—tiered at academic-, human-, and identity-based needs—social justice and inclusion, synergistic supervision, and work-life wellness emerged as contemporary values of HESA work. Participants identified their preferred functional area (student affairs specialization) in relation to their experiences under a HESA mentor/role model, sharing social identities with students whom they serve, and their exposure to different student-facing and non student-facing career opportunities. This study holds important implications for future HESA graduate students in terms of how they (a) engage in the career decision-making process throughout their coursework and fieldwork, (b) build their professional competencies, and (c) make their specialty choice. For faculty and fieldwork supervisors alike, considerations for student/supervisee experience redesigns and future research to bridge the gap between student affairs and specialty choice research are provided.

Committee: Tara Hudson, Ph.D. (Committee Co-Chair); Mark Kretovics, Ph.D. (Committee Co-Chair); Mark Savickas, Ph.D. (Committee Member) Subjects: Higher Education