Thesis (MSD (EAP))--University of Pretoria, 2003.

As a Rogerian mental health therapist, a personal journey was taken that establishes my practice ethics as an applied theatre practitioner. What was undertaken was the unpacking of a practice ethics gained through my training as an actor and therapist. This thesis examines the role of codes or standards of practice in humanistic counselling, applied theatre and a synthesized practice between both. Standards of practice shape these practices through the specific ideologies relevant within the institutional cultures in which the practice is applied. This is especially problematic when the institutional setting understands care delivery as practice shaped by problem identification, interventions and expected outcome goals. Further, the ideology that underpins the standard, becomes self-reinforcing and tends to exert influence over what type of practice is culturally relevant or considered best practice within the institutional setting. This is of concern for practitioners who practice from a different or multiple ideological base from the institutional setting in which they work. A shaping goal of the research was to test-out, through critical evaluation, if the American Counseling Association's (ACA's) standards of practice was relevant and applicable to a synthesized practice between humanistic counselling practice and applied theatre practice. The results posed by the critical evaluation suggest that the ACAs standard is not applicable because it promotes empirical, or rather, evidenced-based models of practice over humanist ones. Because of its limited scope of application, the ACAs model is not applicable to synthesized or dual practices that bridge particular fields. Through lines of valuing within bridged fields, usually represent multiple ideological drivers. It was found that as a standard of practice the British Association of Counsellors and Psychotherapists (BACP) standard is a better fit. It is compatible with social construction. Within the research Carl Rogers' humanistic, client-centered and non-directive therapy is contrasted with Joseph Chaikin's brand of experimental theatre exemplified in his The Presence of the Actor. Chaikin's book is used as a tool to reconstruct examples of what I came to understand as ethical practice while attending drama school in the UK. The understandings gleaned by the juxtaposition impacts how I understand the ACAs utility as a practitioner.

It is a common practice for therapists-in-training and experienced therapists to ensure their self-care and ethical competency requirements through seeking and maintaining therapeutic counselling when dealing with significant personal concerns (Moulden & Firestone, 2010; Everall & Paulson, 2004; Spelliscy, 2009; Pope, Sonne, & Green, 2006; Amundson, 2009; Tjetviet & Gottlib, 2010). However, therapists-in-training and experienced therapists have reported challenges and barriers that arise when making the decision to seek and maintain therapy. Some of these challenges and barriers of seeking and maintaining therapy noted in the current research literature, includes concerns of public and self stigmas, a fear of emotion, fear of treatment, confidentiality concerns, difficulties with the choice, accessibility, and acceptability of therapists’ credentials or educational programs, and the actual financial costs associated with obtaining therapy (Dearing, Maddux, & Tangney, 2005; Komiya, Good, & Sherrod, 2000; Holzman, Searight, & Hughes, 1996; Ey, Henning, & Shaw, 2000; Siebert & Siebert, 2007; Barnett & Hillard, 2011; Gilroy, Carroll, & Murra, 2002; Siebert, 2005). Similarly, current research literature regarding the challenges and barriers that Asian individuals face when deciding to seek or maintain therapeutic counselling, have also reported a list of institutional and sociocultural barriers to seeking services (Shea & Yeh, 2008; Sue & Sue, 2003; Braun, Tanji, & Heck, 2001; Park & Kim, 2008; Tsang, Tam, Chan, & Cheung, 2003; Chen & Mak, 2008; Akutse & Chu, 2006; Zane & Yeh, 2002). Acculturation is the process of adapting to behaviours, values, knowledge, and identity of the dominant society (Kim & Abreu, 2001). It has been found, that different levels of acculturation will affect an individual’s level of tolerance towards social, professional, and cultural stigmas, as well as their level of confidence in seeking therapy (Zhang & Dixon, 2003). Leong & Lau, 2001, stated that an individual’s level of acculturation has a major influence on the attitudes towards seeking therapy. It is these themes in the current research literature on the challenges and barriers to seeking and maintaining therapy that resonated with my own personal experience navigating through the mental health system for therapeutic support as a first generation Asian individual, therapist-in-training. Being an acculturated first generation Asian and therapist-in-training, through careful consideration, I use analytic autoethnography as my methodology to explore, reflect, and share my experiences and journey navigating through my self-care journey before and after my father’s death. With the use of analytic autoethnography, I bring together parallels between my personal experience with what themes are noted in current research literature on the challenges and barriers to seeking and maintaining therapy.

Text in Afrikaans / In this study an instrument is suggested for implementation by the Educational Psychologist to design a support programme, aimed at handling family members' stress where a child has sustained a brain injury. Attention was paid to the phenomenon "brain injured child" to ascertain demands and needs (physical, cognitive, psychological and emotional). Specific note was taken of the toll on each family member in their observance, experience, assistance and giving· meaning to the child. Reference was made to existing support programmes for such family members from the acute care phase to the final acceptance and readjustment of the family. With this study the need for a continuous support programme and the contents of such a programme was addressed. Using these guidelines the Educational Psychologist will be able to prepare the family for the stress possibilities in dealing with the brain injured child. / Met hierdie studie is 'n instrument daargestel vir die ontwerp van 'n hulpverleningsprogram vir gebruik deur die Opvoedkundige Sielkundige. Hierdie hulpprogram het as doel, die hantering van stres, deur die gesin van 'n kind, wat 'n breinbesering opgedoen het. In die studie is aandag gegee aan die tipiese gedrag wat oor die algemeen van 'n breinbeseerde kind verwag kan word. Daar is ook gepoog om te bepaal hoe elke lid van die gesin die breinbeseerde kind beleef, aan hom betekenis gee, en hom probeer help ten opsigte van die eise (fisiek en emosioneel) wat hy stel. Verder is daar gekyk na bestaande hulpverlening (gerig op die hantering van stres) aan die gesinslede van 'n breinbeseerde kind vanaf die akute versorgingsfase tot en met die aanpassing en herorganisering van die gesin. Met hierdie studie is 'n behoefte aan 'n kontinue hulpverleningsprogram en die inhoud van so 'n program by gesinslede aangespreek. Aan die hand van die riglyne sal die Opvoedkundige Sielkundige 'n gesin kan voorberei op die stres wat hulle ten opsigte van die hantering van 'n breinbeseerde kind te wagte kan wees. / Psychology of Education / M. Ed. (Voorligting)

Text in Afrikaans / In this study an instrument is suggested for implementation by the Educational Psychologist to design a support programme, aimed at handling family members' stress where a child has sustained a brain injury. Attention was paid to the phenomenon "brain injured child" to ascertain demands and needs (physical, cognitive, psychological and emotional). Specific note was taken of the toll on each family member in their observance, experience, assistance and giving· meaning to the child. Reference was made to existing support programmes for such family members from the acute care phase to the final acceptance and readjustment of the family. With this study the need for a continuous support programme and the contents of such a programme was addressed. Using these guidelines the Educational Psychologist will be able to prepare the family for the stress possibilities in dealing with the brain injured child. / Met hierdie studie is 'n instrument daargestel vir die ontwerp van 'n hulpverleningsprogram vir gebruik deur die Opvoedkundige Sielkundige. Hierdie hulpprogram het as doel, die hantering van stres, deur die gesin van 'n kind, wat 'n breinbesering opgedoen het. In die studie is aandag gegee aan die tipiese gedrag wat oor die algemeen van 'n breinbeseerde kind verwag kan word. Daar is ook gepoog om te bepaal hoe elke lid van die gesin die breinbeseerde kind beleef, aan hom betekenis gee, en hom probeer help ten opsigte van die eise (fisiek en emosioneel) wat hy stel. Verder is daar gekyk na bestaande hulpverlening (gerig op die hantering van stres) aan die gesinslede van 'n breinbeseerde kind vanaf die akute versorgingsfase tot en met die aanpassing en herorganisering van die gesin. Met hierdie studie is 'n behoefte aan 'n kontinue hulpverleningsprogram en die inhoud van so 'n program by gesinslede aangespreek. Aan die hand van die riglyne sal die Opvoedkundige Sielkundige 'n gesin kan voorberei op die stres wat hulle ten opsigte van die hantering van 'n breinbeseerde kind te wagte kan wees. / Psychology of Education / M. Ed. (Voorligting)