Thesis (Ph. D.)--University of Texas at Austin, 2005. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--Oregon State University, 2006. / Printout. Includes bibliographical references (leaves 135-153). Also available on the World Wide Web.

Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007. / Directed by Craig S. Cashwell; submitted to the School of Education. Title from PDF t.p. (viewed Oct. 18, 2007). Includes bibliographical references (p. 234-282).

Thesis (Ph. D.)--Oregon State University, 1987. / Typescript (photocopy). Includes bibliographical references (leaves 68-71). Also available on the World Wide Web.

Thesis (Ph. D.)--West Virginia University, 2007. / Title from document title page. Document formatted into pages; contains iv, 111 p. Includes abstract. Includes bibliographical references (p. 82-97).

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Thesis (M.A.)--Lancaster Bible College, 2007. / Includes bibliographical references (leaves 36-39).

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves [155]-173). Also available on the Internet.

A descriptive case study approach was used to learn more about the transitions experienced by women counsellor trainees. The transitions that counsellors-in-training face are multi-faceted and challenging. Information was sought about the ways counsellor trainees adapted to these challenges, particularly any methods that helped them be resilient or to grow during the transitions. Three women graduate students in the Masters program were interviewed in depth at three points in their counsellor Training- program entry, after pre-practicum, and end of practicum. The interviews used the “lenses” of narratives, self-defining memories (SDMs), and possible selves to understand the influence of the past, present and anticipated future on the women’s transition process. Using inductive analytic techniques, transcripts of the interviews were analyzed on a case-by-case basis, cumulating in a detailed narrative account of each woman’s unique experience in the transition over time. The bulk of the study is a description of the three very different journeys of the women participants. In addition, common themes and patterns across the cases were briefly noted and described. The case studies revealed a complex interaction between the women’s SDMs, current experiences, and possible selves. Their unique personal histories, strengths, and unresolved issues from the past were found to influence the types of challenges they faced or chose within the transition. The women’s possible selves and projected SDMs often reflected their current concerns, and foretold upcoming developments in their lives. Overly strong feared selves (imbalanced possible selves), which were associated with a feeling of threat and low self-confidence, interfered with one woman’s readiness to respond to the challenges presented by the transition. SDMs generated richly detailed narratives, were responsive to change and could, themselves, facilitate change. The research interview unintentionally also facilitated change. Participants welcomed the opportunity to discuss their experiences in greater detail than they had elsewhere; they felt supported during the interview, and found it helpful to create a context that they could use to make meaning of their experiences. Overall, participants found counsellor training more overwhelming, intense, and time-consuming than they had anticipated. At the start of training, these strongly motivated women, accustomed to independence and feeling competent, suddenly found themselves in a new environment being watched and assessed as they tried to acquire new skills. Their self-confidence dropped dramatically and they became uncomfortably focused on external direction and feedback. Initially, perseverance, determination and the strength of their dream to become a counsellor kept them pushing onwards with their graduate work. Gradually, as they began to accumulate successes in their training environment, and they reached out to peers for support (or their peers approached them for help), their fear of not belonging and their unreasonably high expectations for performance began to abate. The women’s confidence rebuilt as they came to realize they did belong, and could acquire the basic skills to be a counsellor. Once the women became more assured that they could handle the academic and counselling skills of the program, their efforts tended to shift from perseverance, survival, and meeting external demands to developing a more internal focus. They began to integrate the material in more personally meaningful ways and to sculpt more personal visions of their counselling goals. There was also a shift towards integrating the academic material with their practical counselling experiences, their values and their lifestyle choices. Although general patterns were observed across the case studies, the individual variations in the women’s experiences were far more striking than their commonalities. The unique personal histories, strengths, preferences, values, life circumstances, and perspectives of the women significantly influenced the type of transition they experienced. / Graduate

M.Ed. / With more and more emphasis on redressing the wrongs of apartheid and the focus on improving facilities and services in previously disadvantaged communities, there has been a move to bring previously unavailable and inaccessible services to the people who live in the townships. Counselling is one such need, especially considering the past political violence and the ongoing problems of poverty, child abuse, drug and alcohol abuse, unemployment and feelings of helplessness. Trauma Counselling emerged as one of the expressed needs from the townships on the East Rand of Gauteng (Johannesburg). Consequently NG 'S, Universities and local government have become involved in delivering some sort of counselling programme within the townships. The research question emerged as a result of the researcher's work and frustration whilst working in this area. It became apparent that the counsellors who were working within a township context were not always progressing as they would like. The researcher thus decided to investigate the appropriateness of using a western model of counselling within a township context. The theoretical framework consists of a brief overview of a western model of counselling and relevant readings on cross-culturalism. The skilled helper model of counselling was used to represent a typical western counselling model. The concept of Individualism and Collectivism emerged as an important aspect on which the study is based. Further readings on Traditional Healing were also undertaken. The nature of the research question led the researcher to adopting a monographic study as a research format within a qualitative research paradigm. The study is conducted in the single case study format. This in turn directs the research to observations, focus groups and document analysis. A group of black teachers who underwent training in counselling skills is the target of this study. The findings of the study indicate that western-type counselling as it is currently practised in South Africa needs to change to be more effective within the African context. The research also indicates that it is important to include cross-cultural training as well as the theory of Traditional Healing within the training of future educational psychologists