Magister Curationis - MCur / Nursing students’ clinical abilities are highly dependent on the quality of the clinical experience obtained, while placed in the clinical environment. The clinical environment has key role players, which include the clinical supervisor. The primary role of the clinical supervisor is to guide nursing students to become best practice nursing professionals. However, globally, literature alludes to the failure of educating institutions to deliver competent nursing professionals, to meet the needs of patients and deliver quality patient care. Anecdotal evidence at the participating university indicated the possibility that various factors such as high student supervisor ratio and increased workload for clinical supervisors may impact on the ability of the supervisors to function effectively in the clinical settings. At the participating university, this may have been due to various factors, such as large student numbers, as well as social and environmental challenges experienced by the clinical supervisors. The aim of this study was to explore and describe the lived experiences of clinical supervisors, who supervise nursing students at a higher education institution. The study employed a qualitative research approach, utilizing a descriptive phenomenological design. Purposive sampling was used to select eight (8) participants, who were all clinical supervisors of first and second-year nursing students at the HEI (Higher Education Institution) under study. Data was collected by means of in-depth interviews and analysed, using Tesch’s method of data analysis. The five (5) major themes identified, focused on the experiences of clinical supervisors regarding: time as a constraint to job productivity; the impact of the organisational culture on the fluidity of support; limited resources; interpersonal relationships as a dynamic communication process; and impact on the self. In this study, participants focused on their experience of clinical supervision as it related to time, the organisational culture, resources and the impact of the experience on the self. The researcher based on the findings concluded that clinical supervisors are generally satisfied with their jobs and they love the teaching role that they portray. They are unhappy with the circumstances, that they experiencing as challenging in which they must do their clinical supervisor job.

This project addresses the promotion of role-related self-compassion (SC) in psychotherapists as part of their professional development and maintenance. There is evidence that therapists who are more self-compassionate are better-protected from emotional burnout (Beaumont et al., 2016), suggesting that self-compassion become part of therapist education(Nelson et al., 2018), but there is a lack of research regarding how this role-related selfcompassion is addressed by supervisors. Semi-structured interviews were conducted with 6 clinical supervisors in Ontario and Quebec, Canada. Thematic analysis (TA) derived 5 main themes, including Participants’ Definitions of SC, Supervisee struggles leading participants to address SC in supervision Participants’ approaches to addressing SC with supervisees, Institutional structures addressing self-care, self-compassion, and Challenges associated with addressing SC in supervision. Results suggest that participants viewed self-compassion as an important component of therapist self-care, and employed a number of direct and indirect methods to address and encourage it with supervisees. Implications for practice and training are included.

abstract: In this study, I investigated supervisory practices (i.e., structure and facilitation) when training therapists of differing levels of experience and self-efficacy are working with clients presenting with varying levels of suicidal risk (i.e., low or high). While previous research has supported that trainees need and want less structure and direction from their supervisors and become more self-efficacious as they gain more experience, this same assumption may not hold for crisis situations, such as when clients present with suicidal risk. To examine how trainees rate the quality of clinical supervision when working with clients presented with varying levels of suicidal risk, and how this may vary according to trainee experience level and trainee self-efficacy, an experimental design was used in which trainees read vignettes of pretend clients and supervisory sessions. It was hypothesized that quality ratings of supervision and client risk level, trainee experience level, and trainee self-efficacy would be moderated by the type of supervisory practice received. Results found significant main effects for trainee experience level, client risk level, and type of supervision received on supervision quality ratings, but no significant moderations. Clinical implications for supervisory practices and future directions for research are discussed. / Dissertation/Thesis / Doctoral Dissertation Counseling Psychology 2020

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The purpose of this research was to examine counselor educators’ perceptions of the gatekeeping process. To fulfill this purpose, a qualitative methodology using grounded theory procedures was utilized. Eight counselor educators participated in three rounds of individualinterviews. These counselor educators were located in the south-east region of the United States and had five or more years of experience teaching in CACREP-accredited graduate programs. Initial interviews occurred face-to-face and follow-up interviews were conducted via electronic mail. Initial face-to-face interviews were audio taped and transcribed for the purpose of data analysis. Electronic mail interviews were printed for analysis purposes. For each round of individual interviews, coding procedures were utilized to identify emergent themes. Emergent themes were organized in four general categories: pre-admission screening phase, postadmission screening phase, remediation plan phase, and remediation outcome phase. Additionally, two interwoven themes emerged related to each gatekeeping phase: support and cultural sensitivity. Verification procedures are discussed and methods to address potential limitations are presented. Implications for counselor educators, counselor education programs, related educational programs, CACREP, and ACA are highlighted. Finally, suggestions for further research are offered.

O levantamento das características da população a quem os serviços de atendimento de certa instituição se destinam, é importante para determinar quando, onde e como atender os que procuram por ajuda, sendo possível tornar este atendimento mais adequado às reais necessidades regionais. No Brasil, a Psicologia da Saúde é um campo recente de atuação do psicólogo. Para consolidar a Psicologia da Saúde como uma opção de pós-graduação e estágio para os psicólogos, é importante caracterizar melhor a clientela, descrever e avaliar as intervenções psicológicas realizadas. Há poucos estudos sobre o perfil da população atendida em serviços de psicologia da saúde, sendo que grande parte deles refere-se à clientela infantil. O objetivo do presente estudo é caracterizar a população atendida pelo serviço-escola de Psicologia do Hospital de Base (SPHB) de São José do Rio Preto/SP. Instrumentos utilizados: Termo de Consentimento Livre e Esclarecido; Ficha de registro dos pacientes atendidos; Inventários: - Levantamento em Serviços-Escola; - Levantamento de atividades de supervisão (um para supervisor/outro para estagiário). A coleta de dados foi executada em duas etapas: 1- Caracterização do processo de supervisão, em que foram participantes 21 supervisores e 21 supervisionandos que aceitaram participar da pesquisa, respondendo aos inventários. 2- Caracterização da população atendida: - registro de dados sócio-demográficos e clínicos dos pacientes atendidos pelo SPHB durante um mês de atividades institucionais; - análise de prontuários dos pacientes assistidos pelo ambulatório de psicologia no ano de 2007. Os resultados obtidos na caracterização da população atendida indicaram a prevalência dos seguintes perfis: 1 - Ambulatório de Psicologia no ano de 2007 (843 registros): crianças e adolescentes (73): sexo feminino, 11 a 18 anos, escolaridade ensino fundamental incompleto, receberam como tratamento avaliação psicológica, apresentando queixa de ansiedade/depressão; entre os adultos (770): sexo feminino, 30 a 39 anos, casada, ensino fundamental incompleto, profissionais de trabalhos diversos, avaliada pela psicologia para realizar procedimentos médicos contraceptivos; 2 Registro dos psicólogos durante um mês de atividades (1550 atendimentos): crianças e adolescentes (320): sexo masculino, cor branca, 6 a 10 anos, ensino fundamental incompleto, recebeu a orientação específica como tratamento para dificuldades em manejar problema de saúde; entre os adultos (1230): mulheres, 40 a 49 anos, casadas, ensino fundamental incompleto, trabalhadoras de serviços diversos, receberam como tratamento grupo psicoeducacional às dificuldades de entendimento da doença e tratamento médico. A partir da análise das respostas dos inventários de atividades de supervisão, observou-se que a avaliação do processo de supervisão disponibilizado pelo SPHB é positiva para os supervisores e seus aprimorandos. O presente estudo produziu dados relevantes para o SPHB, que podem sinalizar mudanças em seu funcionamento, destacando-se: necessidade de programar um modo mais sistematizado de registrar atendimentos realizados; aumento da oferta de intervenções preventivas para amenizar conseqüências de condições de saúde adversas; construção de um diálogo permanente entre supervisores e aprimorandos, a fim de superar divergências na supervisão. O SPHB apresenta-se como um centro de atendimento psicológico de grande porte, que atende uma demanda significativa de clientes e um centro formador qualificado na área da saúde / To survey the characteristics of the population for whom care services in a certain institution is intended is important to determine when, where and how to serve these people, and can make this service more appropriate to the real regional needs. In Brazil, Health Psychology is a new area for the psychologist. Therefore is important to better characterize the clientele, describe and evaluate psychological interventions undertaken to consolidate Health Psychology as an option for undergraduate and graduate psychology students. There are only a few studies on the population that is assisted by health psychology services, and much of it refers to children. The aim of this study is to characterize the clinical population from the school of Psychology, Hospital de Base (SPHB) of Sao Jose do Rio Preto / SP. Instruments: Informed Consent; seen patients record; Inventories: - Survey on School Services - Survey of supervision activities (to a supervisor / trainee to another). Data was collected in two steps: 1 - Characterization of the supervisory process, in which 21 trainees and 21 supervisors who agreed to participate in the research answered to the surveys. 2 - Characterization of the population - registration of socio-demographic and clinical data of patients treated at SPHB during a month of institutional activities - analysis of the files of patients assisted by a psychology clinic in 2007. The results obtained in the characterization of the population served indicate the prevalence of the following profiles: 1 - Psychological Clinic in 2007 (843 records): children and adolescents (73): female, 11-18 years, elementary school education, received psychological evaluation and treatment, complaining of anxiety / depression; among adults (770): female, 30-39 years old, married, elementary education, varied works professionals, assessed by psychologists to perform medical procedures contraceptives; 2- Psychologists records for activities during a month (1550 calls): children and adolescents (320): male, white, 6-10 years, elementary education, received specific counseling as a treatment for difficulties in coping with health problems; among adults (1230): women 40-49 years old, married, grade school, varied works professionals, under treatment group for psychoeducational difficulties in understanding the disease and medical treatment. From the analysis of the responses in the inventories of supervision activities, we found that the process of supervision provided by SPHB is positive for students and their supervisors. This study produced data relevant to the SPHB, which can signal changes in its operation, including: the need to plan a more systematic record of care provided, increase the supply of preventive interventions to mitigate the consequences of adverse health conditions, construction of a continuing dialogue between supervisors and trainees in order to overcome differences in supervision. The SPHB presents itself as a large center of psychological care, which meets a significant demand from clients and provides qualified training in healthcare

Esta pesquisa visa estudar, em uma perspectiva fenomenológica existencial, como as práticas psicológicas em instituições disponibilizam, para alunos estagiários destas práticas, a apreensão e a compreensão de modos de ação profissional, que se reconfiguram a partir da solicitação dada pelo contexto. Os modos de reflexão e construção do fazer clínico são investigados no âmbito destas práticas, buscando reconstituir o percurso de aprendizagem dos alunos. Para tanto, recorre-se a narrativas de alunos do curso de Psicologia de uma mesma Universidade, participantes de uma modalidade de práticas clínicas em instituições, o Plantão Psicológico, em projetos de extensão universitária. As narrativas em torno da experiência de aprendizagem da ação clínica através da prática foram colhidas por meio de depoimentos coletados a partir de uma pergunta disparadora e registrados através do uso de gravador. Depois de transcritos, trechos dos depoimentos foram esclarecidos junto aos participantes da pesquisa, e as respostas foram incorporadas aos depoimentos. Os depoimentos foram literalizados e devolvidos aos sujeitos para sua avaliação, veracizando-os. A análise dos depoimentos foi realizada conforme a proposta de Critelli, norteando-se pelo diálogo com um dos depoimentos em particular. Busca-se o sentido dos relatos e apresenta-se a crise e o desalojamento como lócus privilegiado para a desconstrução de conceitos pré-formados, resgatando a esfera da afetabilidade como condição da abertura de possibilidades para o encontro clínico. O resgate da própria percepção para a tecitura de um espaço intersubjetivo vai sendo construído a partir do seu questionamento nos espaços padagógicos de diálogo, particularmente na supervisão, e permite reconfigurar a reflexão teórica partindo-se da experiência. Este questionamento permite também a reconfiguração experiencial do encontro clínico como lugar de questionamento visando o resgate de sentido, a partir das possibilidades de compreensão abertas pela afetabilidade. Os depoimentos apontam para a necessidade de uma horizontalidade que favoreça a dialogia entre teoria e prática como forma de melhor possibilitar uma aprendizagem auto-apropriada. / This research intends to study, in a existential phenomenological perspective, the way by the psychological practices turns avaliable the professional actions modes compreehension, and his departing context transformations, by the students of this practices. The forms of reflection and clinical practice construction are investigated in this practices circuit, seeking to reconstruct the studen\'s learning trajectory. For this intend it uses the narratives of psychology students of the same University, that participate in a clinical practice mode, the Psychological Attendance. The narratives about the learn experience of clinical action trough the practice were coleted by testimonials, made departing of a shooting question and recorded. After the transcription, parts of the testimonial were confirmed against the subject\'s research and the answers were incorporated in the testimonials. The testimonials were turned literally and returned to the subjects for their evaluation and confirmation. The testimonial\'s analysis were made according Critelli (1996), directing by the making of a dialogue with the testimonials, looking for the report\'s sense. This investigation presents the crisis and the dislodgesness like a privileged place to the disconstruction of pre-made concepts, ransoming the affectable dimension like a possibilities opening condiction to the clinical encounter. The ransom of self-perception like an instrument to the intersubjective area\'s weaveness are going to be constructed, departing of this self-perception asking in the dialogues places, particulary in the supervision. This movement turns possible the theorical reflection configuration, departing of the experience. This asking trajectory permits, too, the experiential reconfiguration of clinical encounter like a questionarity place, aiming at the sense ransom, departing of the comprehension possibilities opened by the affectability. The testimonials points to the relevance of an horizontality that privilege the dialogy between theory and practice, imp´lementing the possibilities of a self-appropriated learning.

Este trabalho refere-se ao interesse de investigação de um supervisor do Serviço de Aconselhamento Psicológico do Instituto de Psicologia da Universidade de São Paulo, com enfoque centrado na pessoa, para compreender o significado de seu trabalho com alunos do 5º ano do Curso de Psicologia. Partindo da experiência vivida na prática de supervisão, desenvolve-se como uma narrativa metafórica. Conduzindo-se sempre por essa referência direta, no decorrer da investigação outros planos vão se oferecendo à reflexão buscando criar compreensão. Através de reconstruções históricas da vida e obra de Carl Rogers, do desenvolvimento da Abordagem Centrada na Pessoa e do Serviço de Aconselhamento Psicológico do IPUSP, revelam-se as especificidades dos bastidores dessa prática clínica, num contexto acadêmico-científico. Através da história do percurso da investigação buscando métodos e objetivos para a presente pesquisa, revela-se a especificidade do cenário dessa prática clínica onde o terapeuta é seu próprio instrumento de trabalho. Através de uma composição criada a partir de relatos pessoais do supervisor, de depoimentos de seus alunos e de supervisões gravadas, o supervisor expressa sua maneira de trabalhar em supervisão. Finalmente, com essas especificidades que a referencia direta às experiências vividas foi revelando, o supervisor pesquisador encontra um significado sentido para o "Eu – Supervisão": um processo experiencial de aprendizagem significativa em supervisão com alunos do 5º ano. / This work derives from the searching interest of a supervisor from the Counseling Psychological Service at the Psychology Institute of the University of São Paulo. Based on the person-centered approach this work is an attempt of the supervisor to understand the significance of his work with students of the fifth year of the Psychology course. Starting from the experience of supervisions, a metaphoric narrative is developed. Always oriented by this direct reference, other plans are being presented for reflexion through the course of this investigation in the searching for creative comprehension. Through a historical reconstruction of Carl Rogers’ life and work, the development of the Person-Centered Approach and the Counseling Psychological Service of the Psychology Institute, it is shown the specificities of the "back stage" of this clinical practice in a scientific and academic context. Through the history of the investigation route, searching for methods and objectives for this research, the specificity of the set of this practice is revealed: the therapist is his/her own instrument while working. Through a composition created from personal reports of the supervisor, from the testimony of his students and from recorded supervising sessions, the supervisor expresses his own way of being a supervisor. Finally, with all these specificities, revealed by direct experience the supervisor-researcher finds a felt sense for the "Myself-Supervision": an experiential process of significative learning while being a supervisor for students in their undergraduate last year.