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A safe place /

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dc.contributor.author Carmichael-Houle, Anne L. en_US
dc.date.accessioned 2009-05-21T13:46:08Z
dc.date.available 2009-05-21T13:46:08Z
dc.date.issued 1999-05-21T13:46:08Z
dc.identifier.uri http://hdl.handle.net/10464/1337
dc.description.abstract This study is an effort to give voice to an experience. The experience in question is the decision of a student to trust a practitioner. The study also describes the features which led the student to believe that the practitioner would provide a "safe place" for interaction around matters of a delicate or personal nature. This study is the gift oftwo coauthors, each with a unique story which offers description of critical incidents, and what made these events meaningful. At the heart of the study is the potential for education and its professionals to provide safe places for students. Analysis of the data determines that a safe place involves two parties, one seeking a safe place and another who provides the safe place-in this study, the student and the practitioner. The student, with urgency, seeks a safe place to disclose personal information. In this urgency the student is confronted with features of control, comfort, respect, felt sense, and nonjudgemental listening. These features are the constitutive elements of a Safe Place. Capacity to recognize and construct safe places is a competency which the existing school lifeworld demands of today's practitioners. Understanding what are deemed to be safe places and how practitioners might work to create them are the extended outcomes of this study. en_US
dc.language.iso eng en_US
dc.publisher Brock University en_US
dc.subject Educational counseling. en_US
dc.subject Teacher-student relationships. en_US
dc.title A safe place / en_US
dc.type Electronic Thesis or Dissertation en_US
dc.degree.name Master of Education en_US
dc.degree.level Masters en_US
dc.contributor.department Department of Graduate and Undergraduate Studies in Education en_US
dc.degree.discipline Faculty of Education en_US


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