Abstract not available.

This study employed a variation of grounded theory method to investigate how seasoned counsellors in a midsized Canadian city experienced their counsellor professional identity. Six master's-level counsellors were interviewed using a semi-structured interview protocol to develop an understanding of how they define themselves as professionals, as well as how they view the counselling profession overall. Twenty-five themes emerged, which were further classified into five categories: (a) key influences on counsellor professional identity, which included seven themes; (b) counsellors' professional image, which included seven themes; (c) counsellors' roles and practices, which included six themes; (d) counsellor education and training, which included three themes; and (e) critical events of counsellor professional identity, which included two themes. Encouraging counsellors and counsellor trainees to reflect upon their professional identity and how it develops could foster a stronger professional identity among counsellors and ultimately promote a stronger and more unified image of the profession. Keywords: counselling, professional identity, counsellor education

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Cette recherche exploratoire decrit la perception de l'educateur de son travail et des problematiques qu'il rencontre dans la relation d'aide. L'educateur ne nie pas la presence de l'aide et du controle dans ses interventions aupres de sa clientele. Il a meme de la difficulte a voir comment il est facile de passer automatiquement de l'un a l'autre. Pris alors dans ce controle, l'educateur n'a d'autre choix que de s'y soumettre. Les normes qui regissent son travail facilitent ce passage de l'aide au controle. Elles sont, comme le controle, legitimees et vehiculees par l'institution et par l'educateur sur le terrain. On obeit et on croit a la norme tout en se sentant "prisonnier" de ces normes. Ce qui a pour consequence que 'educateur agit en fonction de ce que l'institution s'attend de lui, au lieu d'agir pour la clientele. De la le besoin de penser l'aide d'une autre facon: la ou le client devient sujet au lieu de rester l'objet qu'il a souvent ete.

This thesis provides recommendations for a crime prevention strategy focusing on primary school aged children (5 to 12 age range) within the municipality of Nanaimo. These recommendations are reached by reviewing and analyzing research related to the causes and correlates of crime prevention, and by conducting interviews with key representatives of organizations providing services to primary school aged children at the federal, provincial, and municipal levels. Research is reviewed that identifies various factors that place individuals at risk of becoming delinquent. Recent crime prevention research is then reviewed which identifies the need to look beyond the traditional approaches of crime prevention involving "cops, courts, and corrections." These studies suggest the need for a crime prevention approach in which social policy works with criminal justice policy in preventing crime. The writer refers to this approach as the crime prevention through social development for safer communities approach. The approach recognizes the need to incorporate primary school age experiences within a crime prevention strategy. Summaries of interviews with representatives of government at all levels, and with administrators and members of non-government organizations, describe policies, programs, and services for primary school aged children. (Abstract shortened by UMI.)

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