TWU Thesis Collection

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Ripples of Betrayal: A Voice-Centred Relational Inquiry into Acquaintance Sexual Assault
Title:
Contributor:
Danielle B Palmer (author), Janelle Kwee (thesis supervisor), Mihaela Launeanu (second reader), Allyson Jule (external examiner), Trinity Western University SGS (Degree granting institution)
Abstract:
By adopting a relational ontology, the present study challenges traditional approaches to psychological theory, research and practice. This complementary lens was used to explore women’s experiences of harm and healing in the context of acquaintance sexual assault. Six women participated in interviews using sandtrays, and the Listening Guide (Brown & Gilligan, 1992) was used to analyze transcripts. Voices of harm constricted participants’ experiences of being connected to themselves, others and the world, and consisted of denial, confusion, judgment, isolation and separation. Voices of healing emerged as expansive processes, identified as acknowledgment, knowing, acceptance, accompaniment and empowerment. These findings broaden current understandings of sexual assault, trauma and betrayal, and better equip counsellors, social supports, communities and cultures, to dismantle relational processes that stagnate survivors and promote those that foster growth.
Discipline/Stream:
Publication Year:
2019
The Role of Metaphor in the Treatment of Dissociative Identity Disorder: Listening to the Multiple Voices of Shared Experience
Title:
Contributor:
Katelyn A. Fister (author), Janelle Kwee (thesis supervisor), Richard Bradshaw (second reader), Lara Ragpot (external examiner), Trinity Western University SGS (Degree granting institution)
Abstract:
In this study, the Listening Guide (Brown & Gilligan, 1992) was used to explore the therapeutic application of metaphor in the treatment of dissociative identity disorder (DID) from the perspective of both client and therapist. Through analysis of the interviews, eight voices were identified. These voices are organized into two overarching categories: 1) voices of trauma and dissociation, and 2) voices of healing and integration. Relationships were observed among the various voices of dissociation, as well as between the voices of dissociation and those of trauma and healing. These relationships reveal natural links between clients’ metaphors of trauma, dissociation, and healing. The clients’ core metaphors of dissociation – Hope’s beehive metaphor and ‘Reace’s mansion metaphor – illustrate the complex relationships that exist among these metaphorical constructs. The metaphors represented the individuals’ subjective experiences of DID and were used as the main organizers of the healing process across all three phases of treatment.
Discipline/Stream:
Publication Year:
2019
Science and knowledge : a post-modern approach to empiricism
Title:
Contributor:
Clayton Lee Swan (author), Phillip Wiebe (thesis supervisor), Myron Penner (second reader), Robert Doede (external examiner), Trinity Western University SGS (Degree granting institution)
Abstract:
Science has become the standard for determining truth and producing knowledge. This has happened alongside the diminishing value of traditions and common sense as sources of knowledge. That is, science has become the benchmark for knowledge at the expense of other possible means. The fact that science has taken such a prominent position regarding knowledge is interesting when one considers the weaknesses of the realist position in the philosophy of science. By `realism' I mean the belief that scientific theories are true, or at least approximately true. I begin by discussing arguments both for and against scientific realism, I conclude that science is a non-realist enterprise and that while useful in helping us understand the world, calling the theories of science `true' is not a safe risk. Finally, since science is the standard for knowledge, I present a theory on the implications of this view for knowledge in general.
Discipline/Stream:
Publication Year:
2015
Sea Change: Nursing in Bella Bella, 1901-1925
Title:
Contributor:
Sarah Colleen Cook (author), Sonya Grypma (thesis supervisor), Geertje Boschma (second reader), Laurie Meijer Drees (third reader), Trinity Western University SGS (Degree granting institution)
Abstract:
In the early 1900s, the Heiltsuk village of Bella Bella (Wáglísla) in Northwest British Columbia boasted a new Methodist mission hospital and a small Training School for Nurses. This study explores the largely unknown history of missionary nursing in Bella Bella between 1901 and 1925, built around the private documents of Doris Nichols, who began her nursing training there in 1921. This study critically examines the experiences of early nurse missionaries—students and graduates —who lived, learned, worked, and worshiped as a part of the Methodist medical mission in Bella Bella and to the surrounding area. As a social history, this study reflects on those experiences through the lenses of gender, age, class, race, region, and religion. This exploration concludes that Doris Nichols’ rare experience was interconnected with—and an extension of—the profound changes that occurred for the Heiltsuk, the Methodist missions, nursing education, and Doris herself.
Discipline/Stream:
Publication Year:
2018
Seeking the Body Electric: The Role of Embodied Affective Experience in the Process of Recovery From Anorexia Nervosa
Title:
Contributor:
Chelsea D. Beyer (author), Mihaela Launeanu (thesis supervisor), Janelle Kwee (second reader), Faith Auton-Cuff (external examiner), Trinity Western University SGS (Degree granting institution)
Abstract:
Anorexia nervosa (AN) is presently defined by restriction of energy intake, low body weight, fear of gaining weight, and disturbances in body image (American Psychological Association, 2013). Absent from the current framework of AN is the acknowledgement of embodied and lived experience. Alternatively, the Developmental Theory of Embodiment (DTE), founded on Merleau-Ponty’s conceptualization of embodiment, proposed that AN develops from complex interactions between the embodied female self and the sociocultural context in which it is situated (Piran & Teall, 2012). Extending from the framework of the DTE, the purpose of the study was to explore the role of embodied and affective experience in women with AN through the process of recovery using body-centered poetic discourse as a method of inquiry. Six women diagnosed with AN reflected on three time points of their recovery journey: at the worst of the eating disorder, in recovery, and towards unified body-self. Thematic analysis of poetic discourse resulted in the identification of eleven embodiment and three affective themes. Moreover, three body-self patterns emerged from the AN recovery process: bifurcated, recovered, and unified body-self. With recovery from AN, poetic discourse displayed a pattern of shifting from negative embodied experience to positive embodied experience. The change in the affective experience was intertwined with that in the embodied experience, likewise shifting from negative or absent to positive. Findings illustrated recovery from AN as parallel to the restoration of embodied lived experience. The clinical and societal implications of these findings are discussed in terms of reforming conceptualization and prevention of AN.
Discipline/Stream:
Publication Year:
2016
Self-concept and Juvenile Diabetes in Young Adulthood
Title:
Contributor:
Lisa Steenburgh (author), Joan Kimball (thesis supervisor), Marvin McDonald (thesis supervisor), Derrick Klaassen (second reader), Trinity Western University SGS (Degree granting institution)
Abstract:
This study explored self-concept and living with juvenile diabetes in young adulthood. Eight young adults ages 19-29 who self-identified as having juvenile diabetes participated in one to two-hour semi-structured interviews. Interviews were analyzed using the descriptive phenomenological approach, as outlined by Giorgi and Giorgi (2003a). Being shaped but not defined by juvenile diabetes emerged as the essence of the young adults' experiences. Self-concept was shaped by diabetes in three main ways: (1) becoming more responsible, mature and resilient, (2) planning ahead and thinking critically, and (3) gaining empathy. Underlying several themes was the choice participants made to stay positive and maintain hope. They separated symptoms from self, and as much as possible did not let diabetes limit them. Paradoxically, limitations helped them develop skills that put them ahead in other areas of their lives. Findings are particularly relevant for mental health professionals working with young adults living with chronic illness.
Discipline/Stream:
Publication Year:
2014
A semiotic perspective on the positive transfer of L1 structure in second language instruction
Title:
Contributor:
Rachael Caunce (author), William Acton (thesis supervisor), Trinity Western University SGS (Degree granting institution)
Abstract:
Language educators are re-examining the benefits of positive transfer. As the usage of the term language interference is misleading, the benefits of positive transfer have not been fully recognized until recently. When considered from a semiotic perspective with reference to language acquisition, neurolinguistic and applied linguistic theories, language interference can be perceived as a symptom of equivocal signs. It is proposed that student's learner errors may be attributed to a phenomenon called `semiotic confusion', which is a specific state of disorientation caused by a misinterpretation of signs. Consequently, language interference is redefined as a symptom of `semiotic confusion'. A hypothetical model, the Personal Semiotic Cultural Consciousness/ Semiotic Cultural Consciousness (PSCC/SCC), which is composed of two competing states of consciousness that correspond with synthetic and analytic brain functioning provides instructors with insights about the importance of activating their students' internal and external semiotic cultural consciousness through somatosensory signs such as colour.
Discipline/Stream:
Publication Year:
2013
The significance of Karl Barth’s conception of petitionary prayer as divine–human correspondence in church dogmatics, iv/4 and the Christian life: cd, iv/4: lecture fragments
Title:
Contributor:
Suzette Benjamin (author), Archibald Spencer (thesis supervisor), Ken Radant (second reader), Ross Hastings (external examiner), Trinity Western University GSTS (Degree granting institution)
Abstract:
Karl Barth claims in Church Dogmatics that calling upon God as Father in prayer (invocation) is exemplary human action. Barth’s treatment of prayer in this way provides a different vantage point on the topic of prayer than is often studied in contemporary Christian scholarship, where Christian prayer is studied to establish its devotional or community value. Barth’s presentation of prayer is worth studying because it reveals prayer as the vehicle through which humans learn about themselves and about God. Moreover, prayer reveals God’s divine nature as He connects with the Christian pray-er. Barth calls this relationship between God and the Christian divine–human correspondence. My focus is to explore Barth’s theology to determine the significance of prayer in the context of divine–human correspondence and then to relate it to prayer in everyday Christian life. I conclude that prayer, as effective human action, is inherent to human correspondence with God.
Discipline/Stream:
Publication Year:
2016
Strengthening relationships through mindfulness practices
Title:
Contributor:
Sandeep Bhandal (author), Robert Lees (thesis supervisor), Gurmeet Singh (second reader), Keli Anderson (external examiner), Trinity Western University SGS (Degree granting institution), Marvin McDonald (thesis supervisor)
Abstract:
From birth onward, child development is shaped by the environmental context in which children are raised and relationships with their primary caregivers. Emotion regulation is a foundational skill that impacts the parent-child relationship. Mindfulness-Based Emotion Regulation (MBER) is one course offered to caregivers focused on strengthening emotion regulation among parents, using mindfulness. Using the Enhanced Critical Incident Technique methodology, individual interviews were conducted with eight participants, who shared their application of the material to their family life. Two research questions were examined, addressing what helped, hindered, and what participants wish in mindfulness education to create healthier relationships to their children. Results showed that the helpful incidents outweighed the number of hindering and wish list incidents. Participants reported feeling motivated to incorporate mindfulness in their relationships, and more confident as a caregiver. The purpose of the current project is to increase our knowledge about using a family-centered approach with our clients.
Discipline/Stream:
Publication Year:
2015
The Subjective Experience of Early Onset Alzheimer’s Disease: Using Online Communities to Combat Social Isolation.
Title:
Contributor:
Nirvana White (author), Richard Sawatzky (thesis supervisor), Faith Richardson (second reader), Gina Gaspard (external examiner), Trinity Western University SGS (Degree granting institution)
Abstract:
This thesis explores the ways people with early onset Alzheimer’s disease (EOAD) use online communities to address social isolation. Netnography and interpretive description directed the qualitative analysis of archived discussion threads (n=569) within an online forum involving 40 participants with EOAD. Online interaction fostered social connection and redefined life following diagnosis. Textual discourse focused on normalizing the experience of living with EOAD, promoting a community culture of belonging, and developing coping mechanisms intended to enhance self-care and preserve independence. Members found purpose in using the forum as a platform to empower users, or through learning about advocacy roles outside of the online environment. Technological concerns and caregiver involvement surfaced as potential factors impacting online interaction. Overarching findings were conceptualized as benefits offered through the communication medium or motivated by community members. Attention was drawn to technical and practical considerations that focused on enhancing the social experience and supporting overall well-being.
Discipline/Stream:
Publication Year:
2016
Swahili conditional constructions in embodied Frames of Reference: Modeling semantics, pragmatics, and context-sensitivity in UML mental spaces
Title:
Contributor:
Roderick D. Fish (author), Steve Nicolle (thesis supervisor), Bruce Wiebe (second reader), Jamin Pelkey (third reader), Trinity Western University SGS (Degree granting institution), Trinity Western University SGS (Degree granting institution)
Abstract:
Studies of several languages, including Swahili [swa], suggest that realis (actual, realizable) and irrealis (unlikely, counterfactual) meanings vary along a scale (e.g., 0.0–1.0). T-values (True, False) and P-values (probability) account for this pattern. However, logic cannot describe or explain (a) epistemic stances toward beliefs, (b) deontic and dynamic stances toward states-of-being and actions, and (c) context-sensitivity in conditional interpretations. (a)–(b) are deictic properties (positions, distance) of ‘embodied’ Frames of Reference (FoRs)—space-time loci in which agents perceive and from which they contextually act (Rohrer 2007a, b). I argue that the embodied FoR describes and explains (a)–(c) better than T-values and P-values alone. In this cognitive-functional-descriptive study, I represent these embodied FoRs using Unified Modeling LanguageTM (UML) mental spaces in analyzing Swahili conditional constructions to show how necessary, sufficient, and contributing conditions obtain on the embodied FoR networks level.
Discipline/Stream:
Publication Year:
2020
Teacher Cognition Related to Tabletop Game Use in Language Learning Classrooms
Title:
Contributor:
Daniel M. Jones (author), William R. Acton (thesis supervisor), Kay E. McAllister (second reader), Jonathan W. deHaan (external examiner), Trinity Western University SGS (Degree granting institution)
Abstract:
This research explores teacher cognition related to tabletop game (TTG) use in language learning classrooms. Games have been noted as having compatibility with teaching and learning principles (Sykes & Reinhardt, 2013). However, the broad principled use of TTGs is not evident (deHaan, 2019). The central concern of this study was the extent to which teacher cognition affects TTG utilization. The study explored how teacher cognition shapes materials implementation as well as ways to support teaching expertise. General teacher cognition was investigated through a quantitative questionnaire. Specialist teacher cognition was examined through qualitative interviews (six teachers). Responses were analyzed to identify emerging cognition patterns. The survey results from both groups were compared and contrasted. Patterns of teaching and cognition varied within and between both groups. Specialist teachers had significant markers of teaching ‘expertness’ related to using TTGs. Recommendations for increasing expertness (Borg, 2015) related to teaching with games are provided.
Discipline/Stream:
Publication Year:
2020

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