Thesis (Ph. D.)--Oregon State University, 2007. / Printout. Includes bibliographical references (leaves 63-73). Also available on the World Wide Web.

Thesis (Ph. D.)--Oregon State University, 2009. / Printout. Includes bibliographical references (leaves 86-93). Also available on the World Wide Web.

Thesis (Ed.D.)--Duquesne University, 2004. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 60-70) and index.

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2010. / Directed by James Benshoff; submitted to the Dept. of Counseling and Educational Development. Title from PDF t.p. (viewed Jul. 16, 2010). Includes bibliographical references (p. 177-195).

Thesis (Ph.D.)--University of Idaho, March 8, 2006. / Major professor: James A. Gregson. Includes bibliographical references (leaves 99-106). Also available online in PDF format.

Two constructs, vicarious trauma (VT) and secondary traumatic stress (STS), describe therapists’ reactions to clients’ traumatic material. VT (TSI Belief Scale [BSL]), emphasizes cognitive belief system changes resulting from cumulative exposure to survivors. STS, (Compassion Fatigue Self-test for Psychotherapists [CFST]) combines PTSD and burnout symptomatology explaining sudden adverse reactions to survivors. Burnout (BO; Maslach Burnout Inventory [MBI]), links emotional exhaustion, depersonalization, and deficient personal accomplishment to inadequate institutional supports in interpersonally demanding work. This study investigated BSL and CFST validity, counselor trauma history, and client exposure-related VT, STS, and BO in 105 trauma counselors. Results demonstrate concurrent validity between BSL and CFST; other results dispute adequate validity. BO, and client exposure were related. Traumatized counselors scored higher than non-traumatized counselors on CFST, BSL, and SCL-90-R.

A research report submitted in partial fulfilment of the requirements for the degree of Master of Arts in Clinical Psychology in the Humanities Faculty, University of the Witwatersrand, Johannesburg / Supervision is considered to comprise of a relationship within which the learning and understanding of core clinical skills and therapeutic processes occurs. This process is normally facilitated through the provision of feedback. This study aimed to explore student supervisees’ reported experiences of feedback in clinical psychology supervision. A qualitative study was implemented in order to explore the supervisees’ experiences. In depth interviews were conducted with 6 participants within the process of completing their internship and community service requirements. The findings of this study indicate that feedback permeates the supervision relationship, the process of learning and acquiring adequate skills that are essentially for the benefit of clients. Feedback is considered to be an opportunity for supervisors to provide direct instruction or guidance; however, supervisees also expect supervisors to practice caution and sensitivity as the manner in which it is conveyed can have constructive or detrimental effects on the supervision relationship, supervisee growth, and client/patient care. Participants mostly found the experience of discussing supervision and feedback to be beneficial and that little thought is given to such an integral aspect of clinical development

No description available.

No description available.

This correlational study examined the perceptions of 45 pairs of masters-level intern students and their field-site supervisors from the perspective of their supervisory working alliance and a specific personality characteristic, optimism-pessimism. Supervisory pairs completed the Supervisor or Supervisee Demographic Questionnaire, the Working Alliance Inventory Revised, the Supervisory Working Alliance Inventory, and the Life Orientation Test-Revised. Results indicated that supervisor optimism correlated significantly with the supervisor's assessment of the supervisory working alliance but not with the supervisee's working alliance or optimism scores. Supervisees, though generally optimistic, did not assess the supervisory working relationship as highly as their supervisors. Supervisor optimism does impact the supervisory working relationship and merits further investigation. / Graduation date: 1995