No description available.

No description available.

No description available.

The main focus of this research was to explore how counselling psychologists experience what that they cannot understand in the therapeutic process. The study focuses on how counselling psychologists make sense of and manage these experiences, as well as the role such experiences play in therapy. Although the existence of such occurrences are acknowledged in the foundations of many therapeutic approaches (Bion, 1970; Bugental, 1990; Freud 1915; Jung, 1923; Maslow, 1971; Ogden, 1999; Perls, 1973; Rogers, 1961; Stern, 2004) , there seems to be a lack of research in relation to how these phenomena are experienced and what role they play in the therapeutic process. Eight counselling psychologists with ten years of experience in clinical practice were recruited and interviewed using semi-structured interviews. Different aspects of these experiences were explored through applying the qualitative method known as Interpretative Phenomenological Analysis (Smith, 2004). The findings suggest that the way counselling psychologists experience phenomena that cannot be understood strongly relates to anxiety, fear and uncertainty, drawing attention to deep feelings of vulnerability and insecurity. The results demonstrate the ambivalent meanings of such experiences in the therapeutic process, and their significance in the process of therapy. The thesis also comprises the way in which counselling psychologists spoke about these phenomena and how these occurrences were managed by counselling psychologists. Some conclusions were made about what kind of knowledge counselling psychologists relied on while making sense of such phenomena. The recommendations made as a result of the research show validity as they closely relate to the way counselling psychologists explore their own identity as professionals. Also, the research highlighted the essentiality of exploring the role of theoretical knowledge and reflexivity for counselling psychologists. The research also explores unanticipated findings such as the existence of those experiences that need to remain undefinable and the ability of counselling psychologists to let go of the need to make sense of phenomena. The study also addresses the limitations and implications of the research, and suggestions for further research are indicated.

This study explores the potential implications of narcissism in the way that Counselling Psychologists relate to themselves and their clients. Narcissism is understood as a situation that affects negatively one’s self-knowledge and ability to engage with others. This research examines therapists’ narcissism as it may manifest in their therapeutic practice and in relation to their ability to be aware of and use effectively the interpersonal dynamics of the therapeutic relationship. The researcher also explores how her own narcissism might appear in her relationships with others and her clients. The investigator chose a heuristic qualitative method as she thought that its focus on intrapersonal and interpersonal processes would help bring to light hidden dimensions of therapists’ narcissism in their practice as they were being reflected in the relationship between the therapists and the researcher. An interest in phenomenology and especially in aspects of dialogue and intersubjectivity, as well as the researcher’s commitment to constructionist epistemology shaped the way the methodology and method were implemented. The sample consisted of nine Counselling Psychologists, who participated in open-ended semi-structured interviews. The selection was based on their interest in the subject. The data collection arose from continuous interactions between participant and researcher as a result of the on-going relationship. The research design followed Moustakas’ (1990) phases of heuristic inquiry: initial engagement, immersion, incubation, illumination, explication and creative synthesis. The data were analysed through self-dialogue as well as the interaction between the researcher and the co-researchers. Drawing on hermeneutics helped the researcher unpack complex meanings about the participants’ experience of the phenomenon. The findings of this research suggest that narcissism manifests as a false, superior persona that serves to cover feelings of insignificance stemming from the early frustration of the individual’s needs for love and attention. Practitioners’ narcissistic needs often appear in their clinical work. Male therapists tend to ask for validation and mirroring from their clients and female therapists tend to deny their needs for admiration and approval behind a selfless facade. Nevertheless, both functions can be found in the same person. Narcissistic needs and vulnerabilities are frequently dissociated, denied and projected onto others, as their acknowledgement possibly causes a great amount of shame. By being open to their narcissism and their hidden needs for love and approval practitioners seem to become more able to reflect and relate openly to themselves and their clients. This increased ability can be associated with what Symington (1993) calls a “reversal” of narcissism. This research suggests that through acknowledging their narcissism and reflecting on their deep and hidden emotions practitioners can more easily engage in an honest and mutual exploration with their clients, which can help them to reach a greater knowledge about themselves. The researcher also found that her own narcissistic vulnerabilities, if unacknowledged can stop her from engaging openly and freely in the relationship with clients. The importance of looking at the therapists’ emotional baggage and commitment to achieve greater interpersonal growth, which is important to the field of Counselling Psychology, is emphasised in this study. Future researchers are encouraged to look at the clients’ perceptions of therapists’ ability to acknowledge their narcissistic vulnerabilities in order to attain a wider knowledge about the phenomenon.

Background and aims: The past two decades have seen a surge of interest in the impact of working with trauma on psychological therapists’ well-being. However, the implications of therapists’ responses to trauma for the process of therapy are unknown. The existing literature carries the assumption that therapists’ strong subjective responses to traumatic material have a negative impact on the therapeutic process, but this has not been directly researched. Therefore, this thesis investigates the experiences of therapists working with clients who describe traumatic events, and how therapists consider their responses to the disclosure of traumatic material to have impacted upon the therapeutic process. Method: Semi-structured interviews were carried out with nine qualified chartered counselling psychologists with experience of working with trauma. Interview transcripts were analysed using Interpretative Phenomenological Analysis (IPA). Results: The analysis produced four superordinate themes. These were: (1) Demands and challenges in the use of self in response to trauma; (2) Dimensions of complexity in working with trauma: Conceptual, contextual, ethical, political; (3) Developing the therapeutic self in response to trauma; and (4) Valuing the therapeutic self in work with trauma. Conclusion: The research indicated that significant challenges were experienced in terms of the complex interpersonal dynamics, troubling somatic processes and ethical dilemmas in therapy with trauma. Furthermore, existing theoretical models were not sufficient to illuminate practice in these areas. Thus, this research indicates that specific 8 training and development in these areas is warranted, and a possible theoretical framework to help facilitate this is proposed. In addition, the current research supports the development of more explicitly socially contextualised approaches to trauma. Future research could usefully build on the current study by further investigating embodied processes and interpersonal dynamics, as well as the impact of therapists’ disclosure of their subjective responses in therapy with trauma.

The purpose of this study was to examine the meaning of spirituality and spiritual experience to counselling psychologists, in order to address the lack of research into the psychologist’s spiritual belief systems. Interpretative phenomenological analysis was used to explore what six experienced counselling psychologists understood by spirituality and spiritual experience. The research also investigated what impact, if any, these experiences might have on their professional and clinical practices. Four super-ordinate themes were determined after analysing the interviews, based on material gained from the semistructured interviews. These were: Development of spiritual identity; Spiritual beliefs within personal life contexts vs spiritual beliefs and professional practice; Understanding, learning and uses of spiritual experience; and finally, Disclosure within a professional capacity. The participants placed great importance on their spiritual beliefs, which formed a fundamental part of their identity, informed their personal and professional value system, and guided them in some decisions made in sustaining difficult situations when working with substantial client suffering. This study concluded spirituality to be a deeply personal construct shaped and guided by the individual which is drawn upon in all aspects of life. Results revealed that participants are conscious of the value of spirituality and religious beliefs for their clients. Importantly, the all of the counselling psychologists have what they consider to be subtle or profound spiritual experiences within their lives and with two of the participants, in their therapeutic encounters. Furthermore, in the often absent professional exploration in their training institutions and most work contexts, including supervision they draw on their personal experiences when spiritual issues arise in their work with clients. Implications for training and future research in this under-examined field are briefly discussed.

Background and objectives: Despite a large amount of theoretical literature, empirical research into the area of social justice in counselling psychology has been limited to date. Furthermore, no research has explored this topic from the perspective of UK based counselling psychologists. The overarching purpose of this study was therefore to explore the social justice interest and commitment of members of the UK counselling psychology profession. Method and analyses: A mixed methods design was employed. A preliminary quantitative survey phase was followed by the priority stage of the research, in which qualitative interviews were conducted with six members of the counselling psychology profession with at least a moderate interest in, and commitment to, social justice. Qualitative data were analysed using tools from the grounded theory approach. Connection of the two phases of research occurred at participant selection for the qualitative phase and in the interpretation phase. Findings: Quantitative findings were limited; however, comparative to previous studies using the same measure, members of the counselling psychology profession have lower levels of social justice interest and commitment. Qualitative findings highlighted two core categories within the data: ‘Counselling psychologists’ understanding of social justice in counselling psychology and their connection to it’ and ‘Counselling psychologists’ reflections on social justice action’. Conclusions: The qualitative findings extend our understanding of counselling psychologists’ social justice interest and commitment and aid interpretation of the initial quantitative findings. Participants defined social justice in a way which is largely consistent with the theoretical literature but reported some difficulties with this which may be due to training in the area. Results relating to social justice action indicate that whilst some UK-based counselling psychologists are acting on their social justice values, there are numerous issues which potentially limit this. Recommendations for theory, further research and practice are discussed.

The introduction of community health workers has become important to the delivery healthcare services to communities. Thus, their role and impact on the well-being of the communities they serve as well as their own, has been of interest to researchers. Consequently, one of the themes among literature on community health workers, is on the challenges that they face, including disempowerment. Empowerment is a construct common to community psychology. From the available literature on community health workers, it is unclear what makes them feel empowered. To date, scant South African research is available that could shed light on the factors that develop community health workers’ sense of empowerment. To assist in filling this void, this qualitative study was conducted to explore, through their experiences, the factors that develop community health worker’s sense of empowerment. Data was collected through individual semi-structured interviews with four participants selected through purposive sampling. Experiential thematic analysis was used to identify themes in the data. Five main themes reflected the factors the participants regarded as empowering: their individual factors; their opportunity to acquire new skills, knowledge, and information; having effective support systems; the interactions between them and their community; and factors from their organisations. These findings were noteworthy and have implications for organisations employing CHWs, community psychologists, and other professions that work closely with CHWs. / Mini Dissertation (MA)--University of Pretoria, 2019. / Psychology / MA / Unrestricted

Background and objectives: This study set out to explore identities among university students from forced migrant backgrounds. Issues related to identity have been found to contribute to the specific and significant challenges this student group can face in higher education. The research question was: how do students from forced migrant backgrounds understand their identities. Focusing on identities, through a dialogical narrative lens, offered a route into investigating the subjective and intersubjective experiences of forced migrant-background students, as well as processes of change associated with being at university, and how wider discourses may impact upon them. Methodology: Three participants from forced migrant backgrounds who had recently completed university studies were recruited. Semi-structured interviews were employed to generate data. Interviews incorporated the use of an artefact: participants were invited to bring an object which represented something about their identities. Data were analysed using dialogical narrative analysis. This involved focusing on aspects of positioning, the use of small stories, and multivoicedness, in the interview encounters. Attention was given both to what participants said about their identities, and the ways in which they constructed these identities. Analysis: Analysis of participants' narratives is presented individually and structured according to interrelated themes, each conveying some aspect of their identities. Themes include 'activist and ambassador', and 'not representing what is expected'. Commonalities identified in ways of expressing, understanding and adapting identities across the narratives are also presented, in the form of five elements which fit together to form a narrative synthesis. The elements are: education as important for identity; being different; identity transformation, as part of being a university student; using new power and identities to react against injustices; and, facilitating this, identity choice and agency. Reflexive considerations, fundamental to the dialogical narrative research approach, are discussed. Discussion and conclusions: A key contribution to knowledge is that despite facing adversity, forced migrant-background students make use of their identity transformations - attributed in part to their university participation - to respond proactively to societal forces which may discriminate against them and others. Methodologically, both dialogical narrative analysis and the use of artefacts are found to contribute to investigating issues of identity. Indications for counselling psychologists include the importance of promoting awareness among practitioners of the complex issues forced migrant students often face. For higher education institutions as well as counselling psychologists, the importance of providing adequate support for these students is emphasised. It is highlighted that research into forced migration issues fits with counselling psychology's commitment to social justice, in terms of supporting groups at risk of marginalisation. It also aligns with calls within the discipline for increased attention to issues regarding race, culture and ethnicity, which intersect with forced migration. The wide-ranging potential benefits of supporting students from forced migrant backgrounds towards educational success are outlined.