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dc.contributor.authorCarmichael-Houle, Anne L.en_US
dc.date.accessioned2009-05-21T13:46:08Z
dc.date.available2009-05-21T13:46:08Z
dc.date.issued1999-05-21T13:46:08Z
dc.identifier.urihttp://hdl.handle.net/10464/1337
dc.description.abstractThis 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.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectEducational counseling.en_US
dc.subjectTeacher-student relationships.en_US
dc.titleA safe place /en_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US


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