The purpose of this clinical case study was to compare clients’ and an Educational Psychologist’s experiences of a psychometric feedback from a traditional perspective with feedback from the perspective of positive psychology. The study consulted relevant literature and integrated readings to design frameworks to guide the two modes of feedback. A mixed-method research approach was applied, with a dominant focus on the qualitative aspects of this study (Qualquan), guided by an interpretivist epistemology. Four adolescent girls and an Educational Psychologist were conveniently selected to participate, with two girls participating in the pilot phase and two in the data collection phase. After the pilot the interview frameworks were adapted. Psychometric profiles were used to generate quantitative data, while audio-visual recordings of the feedback interviews, interview transcripts, field notes , the researcher’s and Educational Psychologist’s reflections, and participants’ pre- and post-feedback narratives contributed to the qualitative data for the study. Following thematic analysis it emerged that the clients’ experienced four similarities between the two modes of feedback interviews. Both feedback interviews were experienced as satisfactory and positive experiences; both modes provided self- and career knowledge to the participants; both were experienced as comprehensive feedbacks and the Educational Psychologist highlighted both strengths and weaknesses of the client in each mode. However, the participant who experienced the positive psychological feedback interview received an additional strength-building opportunity. The lack of significant differentiation between the two modes of feedback interviews may be indicative of the value of the therapeutic alliance between therapists and client. This study’s main contribution to Educational Psychology theory and practice is a framework for a positive psychological feedback interview, which may create opportunities for strength-building discussions. / Dissertation (MEd)--University of Pretoria, 2010. / Educational Psychology / unrestricted

The client-therapist relationship is an essential part of therapy and is central in helping clients achieve therapeutic goals as the joining process facilitates the change process. However, in an effort to create a space for change, there is a possibility that professional boundaries may become blurred wherein a client may express a sexual attraction toward their therapist. To explore this phenomenon, the researcher employed convergent parallel mixed method design to explore the experiences of Licensed Marriage and Family Therapists (LMFTs) who have experienced sexual attraction from their clients. The study was conducted online through a secure forum. Implications for clients, therapists, and the field of marriage and family therapy are discussed. The research suggests that education and training are critical in assisting therapists when dealing with sexual attraction issues.