M. Ed. / This instrumental case study explores the preferred psychotherapeutic interventions used by a purposive sample of Black-African educational psychologists and intern psychologists who had graduated from the same university between 1998 and 2008. The sample also includes the therapeutic interventions lecturer at the university since previous research carried out at the university revealed that Black Educational Psychology students are at a much higher risk of dropping out of the master's course (Holmes, 2006). This research inquiry aims at gaining a better understanding of the therapies that Black-African Educational Psychologists use in their practice of Educational Psychology. The research is done within a critical paradigm using a social constructivist theoretical framework to seek an understanding of the world in which these educational psychologists live and work (Creswell, 2007). The researcher uses an interpretive approach to explore the data on the psychotherapeutic interventions used by the group of Black-African educational psychologists in their respective practices. The research sample comprises eleven Black-African educational psychologists and intern psychologists and the therapeutic interventions lecturer at the University. Once informed consent was obtained, data were generated by means of eleven incomplete sentence questionnaires and six semi-structured interviews which were captured using an audio-recorder. Data were analysed according to the steps outlined by Charmaz (2006; 2008) in her grounded theory approach to qualitative research. Thus, initial data sets were coded using initial and selective coding and then analysed simultaneously using the constant comparative method which generated findings which fall under four sub-themes namely: 1) Using psychotherapeutic interventions trained in, 2) Adapting Eurocentric interventions, 3) Using Indigenous Knowledge and the 4) Need to advance learning. These sub-themes were integrated to form a Culture-sensitive African perspective to psychotherapeutic intervention in South Africa, which became the overarching theme of this study. The themes were confirmed by sending a verification concept map to five participants.

Literature reviews (Casas, 1984, 1985; Ponterotto, 1988) on the status of racial/ethnic minority research indicate that one of the problems in coming to definite conclusions about the effectiveness of counseling with the culturally different is the lack of research accounting for heterogeneity within ethnic groups. This study investigates ethnic identity as a possible variable tapping into intra-group variability with persons of Chinese origin currently living in Canada. Specifically, Atkinson, Morten & Sue (1979)'s model of ethnic identity development is examined in relation to its validity with this ethnic group. Atkinson et al.'s (1979) Minority Identity Development model postulates five stages minority persons experience in trying to discern and appreciate themselves based on their culture of origin, the mainstream culture and the relationship and meaning between the two. These stages are Conformity, Dissonance, Resistance and Immersion, Introspection and Synergetic Articulation and Awareness. Based on the model, 81 items were generated, translated and administered to 44 participants via Q-Sort Methodology. Also, relevant demographic information was collected. Factor analysis and qualitative analysis for Q-Methodology as suggested by Talbott (1971) generated four factors. The emerging factors reflected the Conformity, Dissonance, Resistance and Immersion, and Synergetic Articulation and Awareness Stages. Thus, based on the partial support for the five-stage model among persons of Chinese origin; a four-stage model was generated. The analysis of results suggests the following conclusions: (1) heterogeneity within ethnic groups must be accounted for it is accounted for within the mainstream culture; (2) ethno-cultural identity emerges as a viable construct (variable) tapping into intra-group differences; (3) Q-Methodology appears as a culturally non-intrusive method; and (4) ethno-cultural identity may mediate the counseling process. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

This study examines two groups, Native and Non-Native Canadians, in terms of three research questions: (a) what do they identify as a problem or concern, (b) who do they seek out for assistance, and (c) what are the preferred qualities of the helper. The sample group was comprised of 255 subjects aged 13-15, and 108 subjects aged 18-20 from Prince Rupert, British Columbia. Native subjects represented 25% of this sample group. Though Native and Non-Native respondents identified similar problems, differences were noted in the selection of helper and preferred qualities of a helper. Native respondents preferred helpers within the family and valued different helper qualities than their Non-Native counterparts. Implications of this study are discussed with respect to, (a) contributing to existing literature in cross-cultural counselling, (b) assisting practising counsellors by providing information about client expectations and (c) contributing to the development of cross-cultural counselling education programs. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

The purpose of this project is to outline a validation study demonstrating the utility of the Mulicultural Education and Training Structured Interview for Cultural Formulations (METSICF).

The purpose of this study was to explore relationships between and among the degree of mistrust black students hold towards Whites, the students' preferences for race of counselor, and the discussion of problems that are sexual in nature. Participants consisted of 60 black females and 51 black males recruited from a university population. All subjects completed the Terrell and Terrell Cultural Mistrust Inventory, Fischer-Turner Attitudes Toward Seeking Professional Psychological Help Scale, Corrigan and Schmidt Counselor Rating Form - Short Form, Tinsley Expectations About Counseling Inventory, and the Thermometer Method Form developed specifically for this project. A multiple regression model was used to explore the hypotheses of this study. The criterion variables consisted of scores on the Expectations About Counseling Form and Counselor Rating Form. Analyses revealed that the most significant predictors of counseling expectations were race of counselor and participant gender. Black students who were asked to assume \ they would see a black counselor had more favorable expectations about counseling than those black students asked to assume they would see a white counselor. Female participants had more favorable expectations about counseling than male participants. Results also indicated that the most significant predictors of counselor ratings were race of counselor and subject mistrust level. Those students asked to assume they would see a black counselor rated the potential counselor more favorably than those students who were asked to assume they would see a white counselor. Black students who scored higher on cultural mistrust rated potential white counselors less favorably than black students who scored lower on cultural mistrust.

Following a qualitative research frame, this study used a case study approach to describe and understand the life career experience of counsellor trainees' from Non-Western Culture (NWC). An ethnographic or in-depth interview methodology was utilized to acquire narrative data that was re-written as an analytical description of this particular experience. Eight NWC counsellor trainees who were studying in a Canadian university, and who were originally from countries in Asia, Africa, and South America, participated in this study. The interviews became the primary source of information upon which an individual story was developed. After being validated by the respective participants/informants, the major themes highlighting the turning points and critical plots of the eight individual narratives were synthesized into a general narrative. This general narrative reflected both the commonly-shared and varied experiences and perspectives of these individuals during the transition period. Becoming engaged in counsellor training was not an event, but rather a process over time which often started when the NWC trainees seriously considered the need for change in their lives. They defined their options, and decided to either immigrate to, or study in Canada. They then took concrete action to implement their plans. The NWC trainees endeavoured to make an initial adjustment after coming to Canada. Most of them coped with many issues and challenges in adapting to the sociocultural environment of the host country, while searching for the best life career direction. Acquiring counsellor training appeared to be a viable career path and they actively pursued this new career option. The concluding part of the narrative described the NWC trainees' engagement in professional training in counselling psychology and counsellor education. The trainees were committed to this new career goal, aiming at graduate level training. They dealt with a series of emerging issues and challenges including English language difficulty, adjustment to the new educational system, and other dynamics in the training process. The trainees also had to cope with issues such as family and financial concerns. These issues interacted with their academic and professional training. Having gained a sense of personal growth, the trainees found their involvement in counselling training both challenging and inspiring. Not only did their training provide them with a deep experience of selfexploration and self-understanding, it also helped them project their future career plans. This study generated several theoretical implications. It supported the three broadly-defined theoretical perspectives of career development, i.e., career as life process, career as individual agency, and career as meaning making. The study also echoed the three major constructs that compose the transition of adult learners' lives when they return to universities for continuing education. These three aspects included identity negotiation, social connectedness, and academic competence. With regard to cross-cultural adjustment, the study offered some support for the common factors affecting NWC students' cross-cultural iv adjustment in colleges and universities in North America but also was at variance with some of the literature regarding the problem of racism and prejudice. The implications for practice focused on a comprehensive helping approach addressing both the psychological and the tangible needs of NWC counsellor trainees. Aiming at building a positive and supportive learning climate, such implications included the need to enhance the trainees' personal agency, to avoid failure of communication, to use constructive feedback, to understand and address special needs, and to remain open and flexible while training and supervising NWC trainees. Several implications for future research were discussed. They included consideration of the relevance of the narrative approach in related studies, as well as an exploration of the broader applicability and representativeness of the evidence presented in the current study.

Thesis (D. Min.)--Boston University, 1999. / Abstract. Includes bibliographical references (leaves 206-220).

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2009. / Includes bibliographical references (p. 52-54).

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2009. / Includes bibliographical references (p. 57-60).

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2009. / Directed by DiAnne Borders; submitted to the Dept. of Counseling and Educational Development. Title from PDF t.p. (viewed Jun. 4, 2010). Includes bibliographical references (p. 187-207).