Psychotherapy is an interpersonal encounter where a therapist collaborates with clients to facilitate a healing process. Due to the personal nature of the therapeutic encounter, the therapist requires the necessary skills and knowledge, as well as a differentiated sense of self. The importance of supporting the psychotherapy trainee’s own differentiation process seemed to have been neglected in research in recent years. In South Africa there has recently been increasing pressure to select larger groups of trainees which has the risk that the tending to differentiation would further be neglected. The purpose of this research study is to reemphasise the importance of differentiation of self of the psychotherapy trainee by examining my own process of differentiation during my psychotherapy training. This study introduces the reader to these concepts and explores psychotherapy training in general and the Unisa training method specifically. The research design of this study is autoethnography which falls in the realm of social constructionism and the coding method is Thematic Data Analysis. The research findings as reflected in the two global themes namely individuation; and gaining and strengthening authentic relationships, seem to accurately reflect the process of differentiation. The specific training method of the Unisa training team in combination with the way in which I engaged with this process seemed important for the facilitation of this process of differentiation. / Psychology / M.A. (Clinical Psychology)

The mini-dissertation explains how systems theory provided a healing context for me in my training as a clinical psychologist over two years. The emergence of my authentic voice is narrated in an autoethnography (five act drama) about what happened. The main theoretical bases for the dissertation are – constructivism to understand the learning and teaching I experienced; learning as a collaborative endeavour and the emergence of my authentic voice with help from more skilled others. Systems theory informs the entire study at every theoretical level. Bowen’s family therapy theory is significant for the differentiation of the self and his I-position is equated with the emergence of an authentic voice. Myth, epic narratives, the hero’s journey amplify my interpretation of the differentiation of self. The raw data for the qualitative research were observations, interviews, creative writing, photocollage, a collection of readings, songs and dialogues. The themes emerging from the autoethnography were about obstructions because of the authoritarian nature of my upbringing, life and work. These themes lessened in force in clinical training until my authentic voice emerged in relation to self and as a clinical psychologist. A recommendation from the dissertation is that autoethnography provides a good vehicle for reflection and intense interior scrutiny needed to become a practising clinical psychologist; the autoethnographical exercise could be used by training clinical psychologists more extensively on their journey to maturity. / Psychology / M.A. (Clinical Psychology)

Ce mémoire de recherche-création propose une recherche pratique et théorique dans le domaine du cinéma expérimental. Les notions d’autoexposition de performance et de matérialité y seront discutées à travers le prisme de l’appartenance en vue de proposer une approche autoethnographique du médium cinématographique. La position d’artiste-étudiant-immigrant que j’assume vient réfléchir ces concepts à travers une pratique autopoïétique. La première partie du mémoire se penche sur ma nécessité d’immigrer. En prenant exemple sur mes congénères marocains, comme Ahmed Bouanani, j’explique pourquoi rester au Maroc risque de mettre ma pratique en péril. La deuxième partie vise à décortiquer un enchevêtrement cinématographique en remontant le temps de ma pratique par l’entremise des outils cinématographiques qui ont façonné mon regard. Ainsi, je commence à dessiner une voix artistique. La troisième partie explique le processus par lequel mon corps d’artiste et l’appareillage cinématographique que j’emploie se couplent dans une sorte de va-et-vient théorico-pratique pour performer et s’exposer. La quatrième partie est l’explication d’une étape importante du processus de recherche-création, qui est la prise de conscience s’exprimant par la concrétisation du processus autopoïétique, soit par l’exécution, sur la place publique, de ma démarche : montrer comment je montre. Enfin, le mémoire se termine par la proposition du protocole de ma création, Translation cinématographique. / This works of research-creation offers practical and theoretical research in the field of experimental cinema. The ntions of self-exposure, performance and materiality will be discussed through the prism of belonging in order to make an autoethnographic approach to the cinematographic medium. The position of artist-student-immigrant that I assume reflects these concepts through an autopoietic practice. The first part of the thesis looks at my need to immigrate. By taking an example from my Moroccan counterparts, such as Ahmed Bouanani, I explain why staying in Morocco risks jeopardizing my practice. The second part aims to dissect a cinematographic entanglement by going back in time to my practice through the cinematographic tools that have shaped my gaze. So, I start to draw an artistic voice. The third part explains the process by which my body as an artist and the cinematographic equipment that I use are coupled in a kind of theoretical-practical back and forth to perform and exhibit. The fourth part is the explanation of an important stage of the research-creation process, which is the awareness expressed by the concretization of the autopoietic process, or by the execution, in the public place, of my approach: showing how I show. Finally, the thesis ends with the proposal of the protocol of my creation, Cinematographic Translation.

Syftet med denna studie är att undersöka professionsutveckling hos en specialpedagog med fördjupning inom matematik. Det övergripande syftet är att bidra med kunskap om specialpedagogiska professioner. Teoretiska utgångspunkter är Abbotts (1988) professionsteori och SØT-modellen (Kversøy & Hartviksen, 2008), samt matematikdidaktiska perspektiv med fokus på kognitiva, affektiva och sociala, samt conceptual respektive procedural, dimensioner på undervisningen. Professionsutvecklingen studeras på en norsk högstadieskola som använder en bondgård som sin alternativa undervisningsarena. Studien är longitudinell och autoetnografisk. Det empiriska materialet består av specialpedagogens logganteckningar från sju års verksamhet. Materialet analyseras med hjälp av professionsteori, matematikdidaktisk teori samt autoetnografisk reflektion. Resultaten visar att specialpedagogens professionsutveckling sker i takt med utvidgandet av specialpedagogisk kompetens, som visas i fördjupad reflektionsförmåga, problemlösningsförmåga och förmåga att argumentera genom inferens, via samlad erfarenhet och utbildning. Inom matematik synliggörs att specialpedagogen utvecklar förmågan att lösa problem, genom att i högre grad basera åtgärderna på tidigare erfarenheter och akademisk kunskapsbas i syfte att individ- och situationsanpassa undervisningen. Det specialpedagogiska uppdraget visas i resultatet vara komplext, i synnerhet på en alternativ undervisningsarena. Komplexiteten ökar när specialpedagogen verkar inom flera arenor. Slutsatsen är att specialpedagogens funktion som länk mellan olika aktörer och instanser är viktig, i synnerhet på alternativa undervisningsarenor, för att bidra till en mer inkluderande verksamhetsform. / The purpose of this study is to investigate a SENCO’s (Special Educational Needs Co-ordinator) professional development, especially in mathematic didactic. The main purpose is to contribute with knowledge of special educational professions. The theoretical framework consists of Abbotts (1988) Theory of Professions and a modell called SØT (Kversøy & Hartviksen, 2008), together with mathematic didactic perspectives focusing on cognitive, affective and social, as well as conceptual and procedural, dimensions of teaching. The professional development is studied through a Norwegian secondary school, which uses a farm as its alternative educational arena. The study is longitudinal and auto-ethnographical. The empirical material consists of the SENCO’s written activity logs from a seven-year-period. The empirical material is analysed by profession theories, mathematical didactic and auto-ethnographical reflection. The results show that the SENCO’s professional development occurs simultaneously with expanded special educational competence, which is shown through deepened reflectivity, problem-solving ability and capability to argue with inference through accumulated experience and higher education. In mathematics it is shown that the SENCO develops her ability to solve problems, by further basing the measures, to a greater extent, on previous experience and academic knowledge, in order to provide induvial and situation-adapted teaching. The special educational mission is shown to be complex, especially in an alternative educational arena. The complexity increases when the SENCO works within several arenas. The conclusion is that the SENCO’s function as a link between different actors and instances is important, especially in alternative educational arenas, to contribute with a more inclusive form of schooling.

Globalisation, technological advancements and changing social needs result in virtual work arrangements becoming more prominent. Virtual work is conducted away from the traditional office setting and usually occurs in employees’ personal home environments. Virtual work has been called virtualling in this study, and virtual employees are referred to as virtuallers. A phenomenological orientation was adopted in studying completely virtual workers in a completely virtual context; sourcing of participants and data collection were also conducted completely virtually. This study presented new ways of conducting research in the modern, virtual world of work. An autoethnography was included, as the researcher is also a virtualler and insider of virtualling. Four key case studies are presented to provide a holistic picture of virtualling and virtuallers. Thematic results indicate key influencing factors that originate from virtualling, as well as factors and mindset requirements that pertain to the virtualler personally. It was further found and proposed that the resulting virtual environment changes virtuallers’ ways of doing things and viewing the world, hence results in changes in their lifestyle and career identity. The abstract psychological structure as it resulted from the thread of meanings was presented as virtualness. Authentic psychological identification with virtualling and adopting a boundarylessness employability mindset oriented towards psychological success are highlighted as key requirements in order to experience virtualness. / Industrial and Organisational Psychology / M.Comm. (Industrial and Organisational Psychology)

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[pt] Intrigada e curiosa por entender possíveis razões que levam as pessoas a dar prosseguimento a seus estudos, o principal intuito desta pesquisa é compreender, através do discurso, quais motivações levaram três amigos e a mim a continuarmos nossa formação acadêmica, ingressando em cursos de mestrado e doutorado. Partindo da verbalização de nossas motivações, procuro refletir criticamente sobre o modo que as identidades e emoções moldam nossas percepções em relação a nós mesmos e aos motivos que nos levaram a dar continuidade à nossa formação. Para tal, recorro a um arcabouço teórico interdisciplinar, que compreende: a perspectiva contemporânea da Linguística Aplicada; a Prática Exploratória; identidades; narrativas; emoções; a autoetnografia e o Sistema de Avaliatividade. Esta pesquisa se insere no paradigma qualitativo-interpretativista, estando intrinsecamente relacionada à Linguística Aplicada Contemporânea, ao viés ético-metodológico que caracteriza a Prática Exploratória e à pesquisa do praticante. Analiso o discurso gerado em conversas exploratórias, que são processos dinamizadores de reflexão e de novos entendimentos sobre as questões que perpassam a vida em diversos contextos, como o acadêmico. A partir da análise dessas conversas, entendi que, ao contarmos narrativas, meus amigos e eu nos coconstruimos identitariamente como pesquisadores e professores através de manifestações linguísticas explícitas de afetos e de julgamentos positivos e negativos. Essas manifestações também ocorreram ao abordarmos as relações que tivemos e temos com amigos e familiares, com nossas orientadoras de mestrado e de doutorado e com outros docentes ao longo de nossa formação, fazendo-me refletir sobre a importância do incentivo da família e dos amigos, bem como de professores e educadores nas vidas de seus alunos. / [en] Intrigued and curious to understand possible reasons that lead people to continue their academic studies, the main purpose of this research is to understand, through discourse, what motivations led three friends and I to continue our academic education, enrolling in master s and doctorate programs. From the verbalization of our motivations, I reflect critically on the way that identities and emotions shape our perceptions of ourselves and the reasons that led us to continue our education. In order to do this, I turn to an interdisciplinary theoretical framework, which includes: the contemporary perspective of Applied Linguistics; Exploratory Practice; identities; narratives; emotions; autoethnography and Appraisal System. This research is part of the qualitativeinterpretative paradigm, being closely related to Contemporary Applied Linguistics, to the ethical-methodological perspective that characterizes Exploratory Practice and to practitioner research. I analyse exploratory conversations, conceptualized as reflective dynamic processes that generate new understandings about issues that emerge from life in different contexts, including the academic one. From the analysis of these conversations, I understood that, when we tell narratives, my friends and I co-construct our identities as researchers and teachers through explicit linguistic manifestations of positive and negative affects and judgments. These manifestations also occurred when we addressed the relationships we had and still have with friends and family, with our master s and doctoral advisors and with other professors throughout our education. These findings make me reflect on the importance of the encouragement of family and friends, as well as that of teachers and educators in students lives.

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