DissTemplate-3Dissertation Template

THE PSYCHOLOGICAL MEANING OF EVERYTHING:
A PHENOMENOLOGICAL EXPLORATION
A Dissertation Presented to
the Faculty of John F. Kennedy University
PsyD Program
In Partial Fulfillment
of the Requirements for the Degree of
Doctor of Psychology
by
Jane Q. Student
MAY 2012
2012 by Jane Q. Student

All Rights Reserved
ii

This dissertation by Jane Q. Student has been approved by the committee members, who
recommend that it be accepted by the faculty of John F. Kennedy University, Pleasant Hill,
California, in partial fulfillment of the requirements for the degree of
DOCTOR OF PSYCHOLOGY
_____________________________________________________
Ima Chairperson, PsyD, Chair
_____________________________________________________
Reader X. Person, PhD, Reader
____________________________________
Date (date of final defense)
iii
ABSTRACT
JANE Q. STUDENT
John F. Kennedy University
College of Graduate and Professional Studies
Pleasant Hill, CA
Begin body of abstract, left-justified, double-spaced, and continue onto second page, if
necessary. Dissertation abstracts are limited to 350 words, not counting the keywords.
KEYWORDS: Everything, Qualitative Research, Phenomenology
iv
DEDICATION
This dissertation is dedicated to
my therapist / mom / dog / editor / hamster / favorite analyst / favorite deity.
This page is optional. You can say whatever you want,
its your dissertation. Just keep it clean.
ACKNOWLEDGEMENTS
This page is also optional, and you can format it any way you want. Since this is the appropriate
place to thank anyone who helped you, inspired you, and/or put up with you throughout the
dissertation process, think carefully about who you might like to explicitly appreciate.
vi
Table of Contents
Page
Dedication........................................................................................................................................v
Acknowledgments .........................................................................................................................vi
List of Tables..................................................................................................................................ix
List of Figures.................................................................................................................................ix
I. Introduction..................................................................................................................................1
First Level Two Head in This Chapter ...............................................................................2
Remaining Level Two Heads ..............................................................................................3
Level Three Headings Are Optional........................................................................3
But Be Consistent and Include in Each Chapter (or Not) .......................................3
II. Literature Review........................................................................................................................8
First Level Two Head in This Chapter ...............................................................................9
Level Three Headings If Used...............................................................................10
But Be Consistent and Include in Each Chapter (or Not) .....................................12
Remaining Level Two Heads.............................................................................................20
III. Method.....................................................................................................................................45
First Level Two Head in This Chapter .............................................................................49
vii

IV. Results......................................................................................................................................70
V. Discussion.................................................................................................................................94
Level Three Headings If Used.............................................................................100
But Be Consistent and Include in Each Chapter (or Not) ...................................103
Remaining Level Two Heads...........................................................................................105
Level Three Headings If Used.............................................................................106
But Be Consistent and Include in Each Chapter (or Not) ...................................110
References....................................................................................................................................120
Appendix A: Recruitment Flyer...................................................................................................124
Appendix B: Consent Forms........................................................................................................128
viii
List of Tables
Page
Table 1: Demographic Characteristics of Participants...................................................................73
Table 2: Responses to Interview Question 1..................................................................................74
Table 3: Correlation between Anxiety Scores and Depression Scores..........................................81
List of Figures
Page
Figure 1: Pie Chart Showing Population Characteristics...............................................................72
Figure 2: Response Time v. Age Scatterplot.................................................................................86
ix
1
Chapter I
Introduction
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2
Chapter II
Literature Review
Level Two Headings
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3
Chapter III
Methods
Choice of Method
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Participants
Recruitment
Instruments
Data Collection
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4
Data Analysis Plan
Limitations [and Assumptions] <---- only include assumptions for qualitative studies
Timeline to Completion
5
Chapter IV
Results
6
Chapter V
Discussion
7
References
Saetermoe, C. L., Scattone, D., & Kim, K. H. (2001). Ethnicity and the stigma of disabilities.
Psychology and Health, 16, 699-713.
Smedley, A., & Smedley, B. (2005). Race as biology is fiction, racism as a social problem is
real: Anthropological and historical perspectives on the social construction of race.
American Psychologist, 60(1), 16-26. doi:10.1037/0003-066X.60.1.16
Solorzano, D., Ceja, M., & Yosso, T. (2000). Critical race theory, racial microaggressions, and
campus racial climate: The experiences of African American college students. The
Journal of Negro Education, 69, 60-73.
Sue, D. W., Bucceri, J. M., Lin, A., Nadal, K. L., & Torino, G. C. (2007). Racial
microaggressions and the Asian American experience. Cultural Diversity and Ethnic
Minority Psychology, 13(1), 72-81.
Sue, D. W., Capodilupo, C. M., & Holder, A. M. B. (2008). Racial microaggressions in the life
experience of Black Americans. Professional Psychology: Research and Practice, 39(3),
329-336. doi: 10.1037/0735-7028.39.3.329
Sue, D. W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Nadal, K. L., & Esquilin, M.
(2007). Racial microaggressions in everyday life: Implications for clinical practice.
American Psychologist, 62(4), 271-286. doi: 10.1037/0003- 066X.62.4.271
Thompson, C. E., & Neville, H. A. (1999). Racism, mental health, and mental health practice.
The Counseling Psychologist, 27, 155-223.
Vogel, E. (2007). Social and cultural bases of behavior, Lecture 5 [Word document].
Wachsler, S. (2007). The real quality of life issue for people with disabilities. Journal of
Progressive Human Services, 18(2), 7-14. doi: 10.1300/J059v18n02
Weeber, J. (1999). What could I know of racism? Journal of Counseling & Development, 77(1),
23-23.
8
Appendix A
Recruitment Flyer

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THE PSYCHOLOGICAL MEANING OF EVERYTHING:

2012 by Jane Q. Student

THE PSYCHOLOGICAL MEANING OF EVERYTHING:

Level Three Headings If Used...............................................................................56

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