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Designer Fractal Patterns: Ecological Validity and the Psychological Wellbeing Effect of Fractal Patterns in Interior SpacesMurteza, Noor Danielle January 2020 (has links)
No description available.
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Experiences of change in the context of couple therapy: different people, different viewsKagan, Lana-Lee 30 September 2002 (has links)
Couple therapy is a frequently sought domain by couples who experience problems in their relationships. Couple therapy has been researched intensively, but few studies incorporate a holistic account of the therapeutic process. This study aims to explore and integrate the therapist's and the couple's experiences of change in the context of couple therapy. The ecosystemic epistemology and the narrative metaphor forms the foundation from which the therapy and the research is approached. Qualitative research methods are employed from within a naturalistic paradigm which allows for personal and unique meanings to emerge. Rich descriptions of the therapist's and the participant's stories of change are provided. Multiple perspectives are offered in the stories which reveal the reciprocal motions between the therapist's and the couples' change processes. Recurring themes are extracted from the stories which punctuate the pivotal change processes that were experienced by the therapist and the couples during the therapy. / Psychology / M.A. (Clinical Psychology)
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Experiences of change in the context of couple therapy: different people, different viewsKagan, Lana-Lee 30 September 2002 (has links)
Couple therapy is a frequently sought domain by couples who experience problems in their relationships. Couple therapy has been researched intensively, but few studies incorporate a holistic account of the therapeutic process. This study aims to explore and integrate the therapist's and the couple's experiences of change in the context of couple therapy. The ecosystemic epistemology and the narrative metaphor forms the foundation from which the therapy and the research is approached. Qualitative research methods are employed from within a naturalistic paradigm which allows for personal and unique meanings to emerge. Rich descriptions of the therapist's and the participant's stories of change are provided. Multiple perspectives are offered in the stories which reveal the reciprocal motions between the therapist's and the couples' change processes. Recurring themes are extracted from the stories which punctuate the pivotal change processes that were experienced by the therapist and the couples during the therapy. / Psychology / M.A. (Clinical Psychology)
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The development of a complementary psychological treatment programme for cochlear implant teamsSchoeman, Elsie Magdalena 31 October 2003 (has links)
The impact of the diagnosis and the reality of being hearing impaired could trigger uncomfortable feelings at different times in the client's life. With the cochlear implant, these feelings will still be a reality, as the implant does not heal the hearing impairment. Psychological interventions could assist the client during this healing process.
The process of cochlear implants could also bring other challenges into the client's life. Expectations of quick healing play a major role and should be addressed throughout the process of implantation and rehabilitation. This is another opportunity for the psychologist to intervene.
This research shows that the role of the psychologist could be expanded not only to evaluate but also to bring about change. The treatment model gives a logical and workable explanation of how and where the psychologist may intervene in the process of cochlear implantation. This model was tested and adapted by the cochlear implant team at the University of Pretoria over a period of ten years. The model may be used as a template for new teams. Intervening as described in the model presents the opportunity to address various different needs as they occur.
The qualitative research design proved to be a fitting method to explore the experiences of the participants from their own viewpoints. The qualitative research is also congruent with a systemic perspective and emphasises social context, multiple perspectives, complexity, recursion and holism.
This study aims to develop a complementary psychological treatment programme and create awareness within professionals working with hearing impairment of the complexity of systems. The study shows that one can only understand the behaviour of any given system by tracking changes that occur within that system and its subsystems and by tracking changes between that system and the larger whole.
In this study three different therapeutic interventions are used on three different case studies, two children from different age groups and an adult, to accommodate the multiple realities of the different systems. The aim of the study with cochlear implantees and their families is to stimulate new leads and avenues of enquiry that may be used as a basis for further research. / Psychology / Thesis (D.Litt. et Phil. (Psychology))
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The development of a complementary psychological treatment programme for cochlear implant teamsSchoeman, Elsie Magdalena 31 October 2003 (has links)
The impact of the diagnosis and the reality of being hearing impaired could trigger uncomfortable feelings at different times in the client's life. With the cochlear implant, these feelings will still be a reality, as the implant does not heal the hearing impairment. Psychological interventions could assist the client during this healing process.
The process of cochlear implants could also bring other challenges into the client's life. Expectations of quick healing play a major role and should be addressed throughout the process of implantation and rehabilitation. This is another opportunity for the psychologist to intervene.
This research shows that the role of the psychologist could be expanded not only to evaluate but also to bring about change. The treatment model gives a logical and workable explanation of how and where the psychologist may intervene in the process of cochlear implantation. This model was tested and adapted by the cochlear implant team at the University of Pretoria over a period of ten years. The model may be used as a template for new teams. Intervening as described in the model presents the opportunity to address various different needs as they occur.
The qualitative research design proved to be a fitting method to explore the experiences of the participants from their own viewpoints. The qualitative research is also congruent with a systemic perspective and emphasises social context, multiple perspectives, complexity, recursion and holism.
This study aims to develop a complementary psychological treatment programme and create awareness within professionals working with hearing impairment of the complexity of systems. The study shows that one can only understand the behaviour of any given system by tracking changes that occur within that system and its subsystems and by tracking changes between that system and the larger whole.
In this study three different therapeutic interventions are used on three different case studies, two children from different age groups and an adult, to accommodate the multiple realities of the different systems. The aim of the study with cochlear implantees and their families is to stimulate new leads and avenues of enquiry that may be used as a basis for further research. / Psychology / Thesis (D.Litt. et Phil. (Psychology))
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Critical reflective practice : conceptual exploration and model constructionVan Aswegen, Elsie Johanna 06 1900 (has links)
Although it is relatively easy to study and learn about a practice discipline in the safe
environment of an academic institution, it is far more complex to make sense of what
has been learned when faced with the real world of practice. Practitioners need to
think on their feet and have to find new ways of managing complex problems which
do not fit directly into the theoretical frameworks learned in a more formal setting.
Knowledge of what the various disciplines say is not in itself sufficient, experiential
knowledge is necessary.
The key to learning in the experiential domain is critical reflective practice and
emancipatory learning, which empower practitioners to explicate their implicit
theories. If autonomy is the goal of professional education, the key is to help adult
learners to distance themselves from their own values and beliefs in order to entertain
more abstract modes of perception.
The purpose of this inquiry was therefore, to construct a model for facilitation of
critical reflective practice, based on thorough analysis of the main concepts (critical
thinking and reflection), related viewpoints, models and theories; and the data
gathered and analyzed during, the naturalistic inquiry. The inquirer sought to.
develop each participant through Socratic & Learning Through Discussion
(Dialogical) Technique, Critical Incident Reporting and participation in Critical
Reflective Exercises.
The constructed model for facilitation of critical reflective practice evolved from
empirical observations, intuitive insights of the inquirer and from deductions
combining ideas from several fields of inquiry. The model for facilitation of critical
reflective practice postulates that practitioners have the inherent potential to change
from auto-pilot practice to critical reflective practice. The purpose of the model is
the facilitation of heightened awareness of the self, to enable health care professionals
to consciously meet community needs and expectations. The desired outcome is
transformative intellectuals who will strive to empower others to become critical
reflective learners and practitioners. / Health Studies / D.Litt. et Phil. (Nursing Science)
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Critical reflective practice : conceptual exploration and model constructionVan Aswegen, Elsie Johanna 06 1900 (has links)
Although it is relatively easy to study and learn about a practice discipline in the safe
environment of an academic institution, it is far more complex to make sense of what
has been learned when faced with the real world of practice. Practitioners need to
think on their feet and have to find new ways of managing complex problems which
do not fit directly into the theoretical frameworks learned in a more formal setting.
Knowledge of what the various disciplines say is not in itself sufficient, experiential
knowledge is necessary.
The key to learning in the experiential domain is critical reflective practice and
emancipatory learning, which empower practitioners to explicate their implicit
theories. If autonomy is the goal of professional education, the key is to help adult
learners to distance themselves from their own values and beliefs in order to entertain
more abstract modes of perception.
The purpose of this inquiry was therefore, to construct a model for facilitation of
critical reflective practice, based on thorough analysis of the main concepts (critical
thinking and reflection), related viewpoints, models and theories; and the data
gathered and analyzed during, the naturalistic inquiry. The inquirer sought to.
develop each participant through Socratic & Learning Through Discussion
(Dialogical) Technique, Critical Incident Reporting and participation in Critical
Reflective Exercises.
The constructed model for facilitation of critical reflective practice evolved from
empirical observations, intuitive insights of the inquirer and from deductions
combining ideas from several fields of inquiry. The model for facilitation of critical
reflective practice postulates that practitioners have the inherent potential to change
from auto-pilot practice to critical reflective practice. The purpose of the model is
the facilitation of heightened awareness of the self, to enable health care professionals
to consciously meet community needs and expectations. The desired outcome is
transformative intellectuals who will strive to empower others to become critical
reflective learners and practitioners. / Health Studies / D.Litt. et Phil. (Nursing Science)
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