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Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.

Thesis (Ed. Spec.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.

Thesis (Ed. Spec.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.

Thesis (DPsych (Counselling Psychology)) - Swinburne University of Technology, 2007. / Submitted to Swinburne University of Technology, in partial fulfilment of the requirements for the Professional Doctorate of Psychology (Counselling) - 2007. Typescript. Includes bibliographical references (p. 210-218).

From 2011 to 2012, 1.1 million workers were impacted by work related stress, lack of professional support and bullying (Health and Safety Executive, 2013). "Burnout" is not easily defined but it can be described as a phenomenon that affects both the personal and professional dimensions of an individual's life. This study investigates counselling psychologists' experience and management of "burnout" using the qualitative method of Interpretative Phenomenological Analysis (IPA). Six qualified counselling psychologists from the United Kingdom, New Zealand and the United States of America were interviewed via telephone. The three main themes that were found are: (1) "batteries run out" which includes the physical and emotional effects, as well as the disillusionment of the reality of the profession, (2) "Prisoner of an eroding system" describes the professional dimension of the experience such as locus of control, effect on client work, boundaries and values, and (3) "Recharging the batteries" which gives an insight into how the participants managed their experience, such as their personal view of "burnout", the issue of reclaiming their space and time, as well as the role of support. Overall, there was an underlying sense that the participants wanted to be taken care of by others but were unable to ask for help. The relevance of this study to the field of Counselling Psychology is discussed in relation to theory and professional practise. The limitations and shortcomings of this investigation are highlighted and suggestions for future research are made.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

The purpose of this study was to investigate various role-definer groups' perceptions of the school psychologist's role with regard to real behavior and ideal behavior. The role-definer groups were: special education teacher, special education director, elementary school teacher, elementary school principal and school psychologist. An instrument was developed and piloted on randomly selected members from each role-definer group throughout the states of Indiana and Michigan. Upon revision, the 15-item instrument in questionnaire form was sent to 50 randomly selected members from each role-definer group in each state. A total of 325 completed questionnaires (65%) were returned for inclusion in the analyses. The subjects responded to each of the 15 items with a Likert-type response on a 7-point scale.An analysis of variance with contrast was utilized to test for any differences between the school psychologist and each of the other role-definer groups in how they perceived the real role functions and the ideal role functions of the school psychologist. There were some significant differences, primarily related to direct service activities vs. consultant-type activities.A one way analysis of variance was utilized to test for any differences between the Indiana role-definer groups and the Michigan role-definer groups in how they perceived the real role functions and the ideal role functions of the school psychologist. There were some significant differences, primarily related to the specialization of expected services from the school psychologist. It appeared that less specialization was expected from the Michigan school psychologist than from the Indiana school psychologist, possibly due in part to the difference in administrative models utilized by the states.A correlated t-test was utilized to test for any differences in how each role-definer group perceived the school psychologist's real behavior compared to the school psychologist's ideal behavior. Significant differences were found for 70 of the 75 possible hypotheses (i.e., 15 items x 5 role-definer groups). It appeared that, for the most part, role-definer groups preferred that the school psychologist function differently.

Thesis (M.A.)--University of Toronto, 2005.