Theses and Dissertations from UMD

Permanent URI for this communityhttp://hdl.handle.net/1903/2

New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a give thesis/dissertation in DRUM

More information is available at Theses and Dissertations at University of Maryland Libraries.

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Subject: search.filters.subject.consensual qualitative research

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    The Work Life and Career Development of Young Working Women Who are Breast Cancer Survivors: A Qualitative Study
    (2013) Raque-Bogdan, Trisha Lynn; Hoffman, Mary Ann; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Breast cancer survivors represent the largest proportion of cancer survivors, and the rate of young breast cancer survivors who are diagnosed before the age of 40 is increasing. Cancer survivorship has begun to address many aspects of survivors' quality of life, yet the role of work and career issues have been understudied. To explore the work lives and career development of young breast cancer survivors, this study consisted of qualitative interviews with 13 young women who were diagnosed with breast cancer before the age of 40. Participants also completed the Quality of Life-Cancer Survivors (QOL-CS) Breast Cancer Version (Ferrell, Dow, & Grant, 1995). The qualitative data was analyzed using Consensual Qualitative Research Methodology (Hill et al., 2005; Hill, Thompson, & Williams, 1997). The 11 domains that emerged from the data were: (1) discovery of breast cancer and the navigation of treatment; (2) career development: influences and sacrifices; (3) cancer-related work challenges; (4) coping with cancer-related work challenges; (5) re-appraisal of career development after cancer; (6) components of career and life satisfaction after cancer; (7) impact of breast cancer on life outside of work; (8) lessons learned from breast cancer; (9) thoughts about the future; (10) advice for other survivors; and (11) participants' feelings about participating. Overarching themes of re-appraisal and meaning-making appeared across the domains. The experience of breast cancer before the age of 40 intensified most participants' need for purpose in life. Many sought work that provided a sense of meaning, yet their need for financial security and insurance prevented some of them from having the freedom to make that sense of meaning the primary focus of their career or from redirecting their career paths to one that better expressed their re-appraised life meaning. Findings are integrated with literature on women's career development, Career Construction Theory (Savickas, 2002, 2005), and Social Cognitive Career Theory (Lent, Brown, & Hackett, 1994, 2000, 2002) and implications for research and practice are discussed.
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    When The Shoe Is On The Other Foot: A Qualitative Study of Intern-Level Trainees' Perceived Learning From Clients
    (2007-07-10) Stahl, Jessica Vogel; Hill, Clara E.; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Although research on therapist development indicates that therapists attribute the majority of their learning about therapy to their clients (e.g., Orlinsky, Botermans & Ronnestad, 2001), learning from clients has only been explicitly addressed in anecdotal accounts (Bugental, 1991; Crawford, 1987; Freeman & Hayes, 2002; Kahn & Fromm, 2002). The closest researchers have come to empirically investigating learning from clients is by studying the impact of clients on their therapists (e.g., Farber, 1985; Myers 2002). However, this literature is still in its infancy and warrants further exploration. The purpose of this study was to extend the literature on therapist development and the impact of clients on their therapists to the study of learning from clients. To this end, 12 trainees (5 male; 7 female) who had recently completed pre-doctoral internships at university counseling centers were interviewed about what they learn from clients. In addition, participants were asked how they realized what they learned from clients, what they do with what they learn from clients and what variables contribute to how much they learn from clients. The data were analyzed using Consensual Qualitative Research (Hill, Knox, Thompson, Williams, Hess, & Ladany, 2005; Hill, Thompson, & Williams, 1997). Participants reported learning things about doing therapy, themselves, client dynamics, human nature, the therapy relationship, and the usefulness of supervision; these lessons were reflective or participants' level of development as they primarily reported learning higher-order skills (e.g., Cummings, Slemon & Hallberg, 1993; Sakai & Naasserbakht, 1997). In addition, participants highlighted the importance of consultation and self-reflection in order to recognize learning; this is consistent with literature on experiential learning (Abbey, Hunt & Weiser, 1985). In discussing what they do with what they learn from clients, participants indicated they have or will apply what was learned to future clinical work; in addition they indicated that their lessons from clients fostered some kind of personal growth. Finally, participants indicated that a number of variables influenced the amount they learned from their clients: therapist, client, and therapy relationship characteristics, time, a new or remarkable therapy process, and new supervisors or settings. Implications for practice and research are discussed.