Service user involvement (SUI) in healthcare and education is an established element of government policy. Emerging research demonstrates that SUI in education can positively impact on mental health students' learning. However, limited empirical attention has been paid to the impact on practice in this area. Moreover, no research has investigated whether impact on practice is sustained. Section B describes a qualitative study exploring qualified clinical psychologists' (CPs) experiences of a placement-based service user and carer involvement (SUCI) scheme during their training. The study focused on understanding their perception of the scheme's impact on their learning and practice and whether the impact on practice was sustained. Seven CPs were interviewed, predominantly 32-33 months post-scheme. Interpretative Phenomenological Analysis was used to analyse the data. Four super-ordinate themes were identified: “Contextual and relational factors underpinning learning”; “Learning: Personal and professional development”; “The enduring impact on practice”; and “Personal reflections and meaning-making”. The findings are discussed in relation to existing literature and relevant theory, including adult learning theories and social positioning theory. The findings suggest that SUCI in placement-based learning during training can support CPs' personal and professional development and a partnership approach to practice. Two participants' experiences highlight factors raising questions regarding for whom and when SUCI may be beneficial to learning. Methodological limitations, implications for SUCI in clinical psychology training and directions for future research are presented.

Service user and carer involvement has become a priority in the education of mental health professionals. While preliminary evidence suggests that service user and carer involvement is perceived positively by mental health students, there is a paucity of research investigating impacts relating to changes in learners’ knowledge, skills, attitudes or behaviour. The present qualitative study sought to investigate what, and how, (trainee) clinical psychologists learn as a result of service user and carer involvement in their training. Overall, 12 (trainee) clinical psychologists were interviewed and grounded theory methodology was used to analyse the data. Findings indicated that (trainee) clinical psychologists learned from service user and carer involvement in a variety of ways and a preliminary model was proposed, encompassing four main categories: 'mechanisms of learning', 'relational and contextual factors facilitating learning', 'relational and contextual factors hindering learning' and 'impact'. The findings are discussed in relation to extant empirical research, taking into account theoretical considerations. Recommendations for educators in clinical psychology training programmes are provided alongside suggestions for a future research agenda. A methodological critique of the study is offered.

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This study explored the students' perceptions of active learning strategies in the Child and Youth Care Programme at the Durban University of Technology (DUT), KwaZulu-Natal, South Africa. The key focus of the study was how the participants experienced independent study and in-class active learning strategies. Of interest, too were the participants' ideas of how the roles of their peers and educators could be improved to enhance the active learning process. Data was obtained from questionnaires and focus groups conducted with the third year students. The qualitative research design involved the collection and analysis of the data and a review of the findings in relation to current local and international literature. This research highlights the roles that peers and educators play in independent study and in-class active learning strategies. The findings indicated that students and educators play a number of roles. The roles of peers included enhancing understanding through explanation, providing alternative ways of understanding, increasing quantity of knowledge and providing support. The roles of the educator included providing guidance, feedback, structure, clarification and skills. Recommendations are made for future research as well as improvements of this active learning process within the Child and Youth Care programme. The recommendations for improvement within the programme include assessment of group learning, curriculum development, evaluation of pedagogy and infrastructural support for student learning. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2008.

Thesis (M.Ed. (Educational Management))--Mahidol University, 2006. / LICL has E-Thesis 0019 ; please contact computer services.

Thesis (Ph. D.)--University of Tennessee, Knoxville, 1997. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Tennessee, Knoxville, 1997. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 122-131). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 122-131). Also available on the Internet.

Thesis (Ed. D.)--Illinois State University, 2000. / Title from title page screen, viewed May 16, 2006. Dissertation Committee: Dent M. Rhodes (chair), Robert L. Fisher, Ione M. Garcia, Ming-Gon John Lian. Includes bibliographical references (leaves 143-162) and abstract. Also available in print.