This study explored the experiences of members of an OCD support group, utilising a qualitative design, social constructionist approach, and a systemic framework. Participants were obtained through purposive sampling; data was collected via faceto- face semi-structured interviews with four participants. It emerged that these participants attended two OCD support groups (initial support group and sub-support group). The participants’ experiences were analysed using thematic analysis. Major findings: the participants’ motivation to attend both support groups was to reduce their OCD symptoms and improve functioning. The initial support group was a professional-led psychoeducational support group while the sub-support group was a self-help psychotherapeutic group. The groups also complemented each other with information from the initial support group being implemented in the sub-support group. The participants reported to have benefitted from participation in both support groups as their OCD symptoms reduced and their daily functioning improved. Recommendations for future research were discussed. / Psychology / M.A. (Clinical Psychology)

M.A. (Social Work) / The lack of relevant therapeutic programmes suitable for pre-school children staying in children's homes became apparent whilst the researcher was working in children's homes, as well as during discussions with colleagues. The inability of the pre-school child to converse fluently leads to a continuous search for quality interventions. In an attempt to resolve this need, two therapeutic programmes namely Viola Brody (1975) Developmental Touch Therapy Programme as well as a developmental group work programme developed by the researcher are implemented in a children's home. An exploratory, evaluating study, with two groups of four pre-school children each, are conducted in a children's home. An adapted experimental design is used to compare the results of the two groups. The children's behaviour are monitored and reported on in case studies. A singlesystem design is used to arrange the data, compare the two groups with each other and to monitor individual behaviour changes. The study is an exploratory probe into the viability / workableness and effectiveness of the two interventions with pre-school children in a children's home. The objective is to establish whether the programmes can be implemented in a children's homes and whether it will lead to a change in the general functioning of the children involved. The study concluded that both programmes is viable / workable. In addition, the Developmental Touch Therapy programme prove effective in the development of self concept as well as improving their general functionality, especially in developing positive behaviour. The developmental group work programme is marginal successful in respect of developing positive behaviour but unsuccessful in developing self concept.

The emotional aspect of caregiving is extremely complex and caregivers face tremendous emotional challenges as they react to the reality of their loved one's increasing disability. When it comes to making the placement decision, caregivers have frequently reached a burnout point in making decisions.

The purpose of this research was to examine what relationships existed between selected sociometric variables and measures of academic performance for students in a counselor training program. The sociometric variables included counseling ability, counseling knowledge, and friendship. Academic performance measures included subject GPAs, group counseling participation and final grades, prepracticum grades, and practicum grades. Data was collected from sociometric questionnaires and academic records from the years 1991 to 2004, for 840 subjects who participated in a group counseling class at the University of North Texas. Counseling knowledge had the highest correlations with all academic measures except group counseling final grades, in which counseling ability had the highest strength. The strongest correlations for all three sociometric variables occurred with group counseling final grades; correlations were r = 0.42 for counseling ability, r = 0.40 for counseling knowledge, and r = 0.30 for friendship. The sociometric variable of friendship had the lowest correlations in all academic measures, but was more significant than expected. The friendship sociometric variable may account for likeability as a factor in making sociometric choices. Combined sociometric scores led to increased correlation strength and explained variances that reached the large level of 30% with group counseling final grades. A statistically significant difference was found between A and B grade students in group counseling, on all three sociometric variables. Effect sizes were generally large. Standard deviations for the A and B grade subjects were also large and could limit predictability of grades, based on sociometric scores alone. Results strongly suggested that all three sociometric variables would be a valuable source of information regarding counselor preparation. Results also validated that individual sociometric perceptions of others tended toward agreement. Significant correlations were found over a variety of academic measures and over a time-span of 14 years, suggesting a degree of consistency and stability in sociometric measures.

Bibliotherapy has been used as a therapeutic technique to assist clients to deal with a range of different issues in group as well as individual contexts. In this study, bibliotherapy has been used as an intervention to help six pre-adolescent children in a group setting deal with bereavement following their parents’ divorce. A qualitative research design has been implemented in which an individual pre-therapy interview was conducted with each participant to determine their issues related to their parents’ divorces, coping strategies employed as well as level of English proficiency before an appropriate book was selected. After five group sessions in which bibliotherapy and associated activities were used, each participant was interviewed individually to determine the success of the use of bibliotherapy in this intervention. According to the results, bibliotherapy can be successful in a group context to help pre-adolescents deal with their parents’ divorce. / Psychology of Education / M. Ed. (Guidance and Counselling)

Movement in Gestalt therapeutic intervention, using structured activities and free improvisations, is a successful alternative to punishing adolescents with disruptive behavioural tendencies in the classroom. An overview of the existing literature regarding the therapeutic value of movement in Gestalt therapeutic intervention for adolescents with disruptive behavioural tendencies is firstly presented. Various techniques supporting the adolescent in his quest to achieve equilibrium, ultimately improving his relationships with others and his environment, are described. A case study, involving eight adolescents with disruptive behavioural tendencies in group therapy follows, which indicates that movement in Gestalt therapy is an alternative to punishment. In the light hereof it is suggested that movement in Gestalt therapy could be implemented successfully in the formal school environment. This form of intervention can contribute to the adolescent's growth, his ability to communicate and his relationships with self, others and the environment, culminating in improved behavioural tendencies. / Social Work / M. Diac. (Play Therapy)

Text in Afrikaans / Egskeidings en daaropvolgende hersaamgestelde gesinne neem toe. Die literatuur sowel as praktykervaring van die navorser het bewys dat die aanpassing in 'n hersaamgestelde gesin veral vir die adolessent traumaties is. Uit 'n literatuurstudie is bepaal watter probleme/behoeftes adolessente in hersaamgestelde gesinne ervaar. Die nominale groepstegniek is gebruik ten einde probleme/behoeftes te verfyn. Dit het uitgewys dat probleme in hersaamgestelde gesinne voortspruitend is uit kommunikasieprobleme. Die groepwerkproram met stiefadolessente is dus daarvolgen opgestel. Psigodrama word beskou as die mees ideale benadering in groepwerk met adolessente. Twee meetskale is gebruik, te wete 'n kommunikasievraelys en die Hudson-indeks wat gewysig is vanaf ouerlike verhoudings na stiefouerlike verhoudings. 'n Voorondersoek groep is met vyf stiefadolessente oor vyf byeenkomste en 'n eksperimentele groep met tien stiefadolessente oor tien byeenkomste aangebied. Voor- en nameting is gedoen. Op beide meetskale is groei in vaardighede gemeet en is die navorser se doelstelling bereik / Divorces and remarriages are increasing. The literature study and practical experience of the researcher, has shown that the adaption to remarriage is the most traumatic for adolescents. A literature study was done to determine the problems/needs of adolescents in remarried families. The nominal group technique was then used to refine the problems/needs. The results showed clearly that problems in remarried families are a result of communication problems. The group work programme with stepadolescents was therefore composed. Psychodrama is the most ideal method in working with adolescents. Two measuring instruments were used, namely the communication questionnaire and the Hudson-index which was modified from parentchild relationships to step-parental relationships. A pilot study group with five step-adolescents over five meetings and an experimental group was then held with ten step-adolescents over a period of ten meetings were held. Measurement was done before and after the group meetings. Both measuring instruments recorded growth in skills and the researcher's objective was reached / Social Work / M.A. (Sosiale Wetenskappe)

應屆畢業護生雖然經過多次臨床實習的學習過程，但對即將成為臨床護士的角色，感到壓力及焦慮。某技術學院基於增加護生能力及培育產業人才所須，實施臨床選習制度，但臨床選習壓力過大，會影響護生職涯抉擇，產生不當因應策略，有憂鬱與焦慮情緒。因此，本研究目的主要有二：（1）瞭解臨床選習壓力、因應策略、輔導需求的現況與關係；（2）設計及實施認知行為團體輔導方案，探討方案對護專學生臨床選習壓力、因應策略、輔導需求與壓力反應之成效，作為未來選習壓力輔導方案的參考。 於臨床選習結束後1週內，選取327位五專五年級護生，以自編「臨床選習壓力、因應策略、輔導需求等量表」進行資料蒐集，運用單因子多變量變異數分析、皮爾森積差相關、多元逐步迴歸分析等，結果顯示如下： 1、五專選習護生有輕度臨床選習壓力，以「專業知識與技能」壓力最高，「有時」會使用因應策略，以「情緒抒發或認知調適」頻率最多，「有些」需要臨床選習輔導需求，最需要「行政與專業技能協助」。 2、在「重急症與特殊單位」選習護生，在「實際護理病人」或「專業知識與技能」的壓力，比「一般內外科病房」及「產兒與精神科」單位高。 3、畢業前計畫為「不確定」的選習護生臨床選習壓力，高於計畫「工作」或「就學」者。 4、「問題逃避或轉移」因應策略運用愈多及「教師與作業協助」輔導需求愈高，「整體臨床選習壓力」愈高；「情緒抒發或認知調適」因應策略運用愈多，「整體臨床選習壓力」愈低。 5、「問題逃避或轉移」、「情緒抒發或認知調適」策略、「教師與作業協助」輔導需求能有效聯合預測「整體臨床選習壓力」，聯合預測力為32％（F(4, 322) = 40.92, p < .001），其中以「問題逃避或轉移」策略最具預測力，單獨解釋量為28％，故實施認知行為團體方案有助於改善臨床選習壓力，增加因應策略。 在驗證認知行為輔導方案成效上，採實驗研究法，分實驗與控制組兩班，各30位，於臨床選習前兩個月對五專五年級實驗組班級護生實施8次，每次90分鐘單元活動，以「臨床選習壓力、因應策略、輔導需求、貝克憂鬱、貝克焦慮等量表」來資料收集，進行GEE分析、成對樣本t檢定及 McNemar-Bowker test、獨立樣本T檢定等檢定分析差異，結果顯示如下： 1、臨床選習前護生呈現輕度憂鬱與焦慮，實施認知行為團體輔導方案後，實驗組護生整體憂鬱有越來越低趨勢，焦慮也下降。 2、實施認知行為團體輔導方案，可提升臨床選習護生對「護理工作的喜好程度」，不影響畢業規劃，無法改善臨床選習壓力及臨床選習輔導需求程度，但可增加「情緒抒發或認知調適」及「整體選習壓力因應策略」，具立即及延宕成效；可改善憂鬱情緒，具立即及延宕成效；可降低焦慮的「主觀感受」，具延宕成效。 根據上述的研究結果，提出相關的建議。 / Although the graduates of the nursing major have taken various clinical practicum courses along the five years during their college study, they still feel a huge amount of stress and anxiety when they are going to work as nurses. Due to the great stress from the preceptorship clinical practicum, the nursing students of one technical college have developed improper adjustment strategies which induce more anxiety and depression and, moreover, have impact upon their career choices. This study aims to (1) understand the relationship among the stress of the preceptorship clinical practicum, the adjustment strategies and the need for counseling; and (2) design and implement the cognitive-behavioral group counseling model to investigate its effectiveness for developing certain adjustment strategies and the need for counseling among the students facing the stress of the preceptorship clinical practicum. After the nursing students of the fifth grade from one five-year technical college finished the practicum, 327 were selected to fill out “the stress of the preceptorship clinical practicum, the adjustment strategies, the need for counseling questionnaire” within 1 weeks. Through One-way MANOVA, Pearson product-moment correlation and Multiple Step Regression, data analysis shows: 1. The subjects listed “the professional knowledge and skills” the highest stressful, “sometimes” adopted certain adjustment strategies among which “venting emotions and cognitive adjustment” were used most frequently. “Some” subjects expressed the need for counseling. “The administrative and the professional assistance” was most needed. 2. The subjects proceeding the practicum at the emergency or critical care units felt more stressful about “clinical nursing” and “professional knowledge and skills” than those at the medical, surgical, obstetrical, psychiatric units. 3. The subjects whose plans after graduation were uncertain showed higher stressful levels than those who planned to work or continue the formal education. 4. The more the coping strategies of “avoiding problems” were adopted and the need for “the instructor and the assignment assistance” was demanded, the higher the overall stress level of the preceptorship clinical practicum was. The more the coping strategies of “venting emotions and cognitive adjustment” were adopted, the lower the overall stress level of the preceptorship clinical practicum was. 5. “The avoiding problems strategies”, “the venting emotions and cognitive adjustment strategies” and “the need for the instructor and the assignment assistance” could be combined to predict the stress level of the preceptorship clinical practicum. The joint predictability is 32％（F(4, 322) = 40.92, p < .001）. “The avoiding problems strategies” had the most predictability. It is anticipated that the cognitive-behavioral intervention model would reduce the stress and promote the coping strategies. To prove the effectiveness of the cognitive-behavioral intervention model, the experiment group and the control group were composed of thirty nursing students separately. Before the experiment group students went to the preceptorship clinical practicum, they were requested to participate in a 90-minute activity section eight times. The data was evaluated through the preceptorship clinical practicum stress questionnaire, Beck depression inventory, Beck anxiety inventory, and was analyzed through Generalized Estimatig Equations, paired-samples T test, McNemar-Bowker test and Independent Sample t-test. The outcome was as following： 1. After the cognitive-behavioral intervention model was exercised, the anxiety level and depression level was reduced. 2. After the cognitive-behavioral intervention model was exercised, the interest in nursing is increased. Moreover, the immediate and delayed effectiveness of “venting emotions and cognitive adjustment” and “the coping strategies for the preceptorship clinical practicum”was increased. The depressive emotions were improved. The subjective feelings of anxiety were reduced.

University of Macau / Faculty of Education

Movement in Gestalt therapeutic intervention, using structured activities and free improvisations, is a successful alternative to punishing adolescents with disruptive behavioural tendencies in the classroom. An overview of the existing literature regarding the therapeutic value of movement in Gestalt therapeutic intervention for adolescents with disruptive behavioural tendencies is firstly presented. Various techniques supporting the adolescent in his quest to achieve equilibrium, ultimately improving his relationships with others and his environment, are described. A case study, involving eight adolescents with disruptive behavioural tendencies in group therapy follows, which indicates that movement in Gestalt therapy is an alternative to punishment. In the light hereof it is suggested that movement in Gestalt therapy could be implemented successfully in the formal school environment. This form of intervention can contribute to the adolescent's growth, his ability to communicate and his relationships with self, others and the environment, culminating in improved behavioural tendencies. / Social Work / M. Diac. (Play Therapy)