D.Ed. ( Educational Psychology) / The purpose of this study, and the planned contribution to research, is to design and develop a training module with the purpose of filling an existing gap in the field of the education of M.Ed. (Educational Psychology) students. Programme development has been applied in order to design and develop the training module in a formative and summative manner. The research paradigm of the study is of a qualitative nature. Qualitative research and the results thereof are expressed in words rather than in numbers. Methods of data collection that were used include questionnaires, observation and interviews. The data-analysis techniques of Miles and Huberman (1994) were used including data reduction, data display and conclusions. Interviews were transcribed and data-analysis was done by catagorising data into semantic units, presenting the results in the form of dendrograms. Questionnaires were integrated as a method of triangulation. A five-point scale was used to gauge students' perception of the training module. Sufficient provision was made for qualitative remarks by students. The framework for development of Thomas (1984), Rothman (1980) and Nel (1992), as well as the curricular requirements according to Kroger (1980) and Knowles (1984), was used in the development of this training programme.. This comprised. four phases, namely an analysis of the situation, followed by the design, development and evaluation of the course. The phases ran as follows: The analysis phase During the analysis phase, the current situation was analyzed regarding the training problem and the state of existing programmes. It was found that a need for training in bibliotherapy exists among educational psychologists. Educational psychologists receive no meaningful or adequate training with regard to bibliotherapy at any South African university ...

D.Ed. (Educational Psychology) / This study investigates the first year of education and training of students enrolled for. the M.Ed. degree in Educational Psychology with the view to describing and also explaining pertinent problems and processes of professional development, especially with regard to reflective practitioning and the role of experiential learning. The rationale for the investigation was involved from major policy documents which addresses the issue of knowledge and the novice practitioner in the dynamic and challenging milieu of reconstruction and development in South African education. The report of the study commences with a theory framework in which reflective practitioning, experiential learning and professional development are explicated. An important distinction in the literature review is the two main emphases in professional training, namely the normative professional curriculum and the dialectic professional curriculum. Both the theory of reflective practitioning and experiential learning are viewed as exponents of the dialectic curriculum in which contemporary theory of constructivism as view of learning is embedded. In this view a reflective practitioner is considered a lifelong self evaluative learner. In conjunction with the perspective of reflection in practice, experiential learning is viewed as potential knowledge. Rounding off the literature review, various models of reflective practitioning are included emphasising the role of the facilitator as guide and as leader. The theory framework is complemented by a chapter on the design of the field study, substantiating the choice of the format and methods of data collection and analyses with views from the body of knowledge on qualitative research. The field investigation is reported in the ensuing chapters presenting examples of data collection and analyses procedures.

Psychology has become an increasingly popular discipline for study in the South African context, with the number of students enrolling for courses increasing rapidly. The selection and evaluation of trainee psychologists is a complex and contested issue. With so few students reaching Masters level and the changing needs of the South African context, it becomes imperative that only the most suitable candidates are selected for entry into the field of professional psychology. This study focuses on the selection process of trainee psychologists at an institution that incorporates the narrative philosophy in both the selection and training of candidates. The question is raised, whether it is possible to utilize narrative principles in a process that is intended to judge and evaluate candidates? This presents a paradox. The paradox is illuminated in both the intentions behind the narrative questions in the application form and in the candidates' experiences of responding to these. The conclusion reached is that the narrative philosophy makes for an enriching and creative experience of the selection process for candidates but this however, does not ameliorate the negative effects of evaluation and the 'gaze'.

Although social justice advocacy is a core competency of counseling psychology training, a lack of formalized training prohibits trainees from engaging in advocacy efforts, specifically at the community and systems-level (Alexander & Allo, 2021). Moreover, prior research has suggested that counseling psychology trainees are feeling ill-equipped to integrate advocacy and macrolevel interventions into their professional roles. Given the limited research on how psychologist educators integrate social justice advocacy into the counseling psychology curriculum and the effectiveness of these teaching strategies (Koch & Juntunen, 2014; Pieterse et al., 2009), this study aimed to explore the pedagogical strategies that prepare trainees to engage in social justice efforts--particularly at the meso- and macro-level. This exploratory consensual qualitative research (CQR) investigation analyzed interview data from 13 counseling psychology faculty members. The study found that the faculty members emphasized community-based and relational learning approaches, which allowed students to critically reflect on their own identities and biases and become more aware of the systemic nature of social injustices. Additionally, the study found that the faculty members utilized a variety of pedagogical tools, including case studies, role-playing, and group discussions, to facilitate students' learning of community and systemic level interventions. The results also examined the challenges that faculty members faced in effectively integrating social justice-oriented content into their courses. Findings are discussed in terms of their implications for training and education, professional practice, theory, and policy.

The hypothesis derived from four case studies proposes that if at a philosophical level the training is choreographed at confusing levels of philosophical punctuations, and the training programme involves an ongoing commentary on the 'self' of the trainee, and this ongoing commentary interrupts or interferes with the process in which the 'self' comes to be defined, then on an experiential level the training context is unstable for experiential exploration, and the trainee experiences psychological discomfort. A further five case studies are investigated using focused interviews and content analysis to verify the hypothesis. The author-text-reader metaphor serves to describe the trainer-training-trainee relationship. This reveals that the trainee experiences psychological discomfort, often perceived as psychological damage, when the training text is incoherent and therefore unreadable. In each instance where the training text was found incoherent the trainer was identified as the author, and therefore responsible and accountable for the trainee's psychological discomfort. / Na aanleiding van vier gevallestudies word 'n hipotese afgelei wat voorstel dat wanneer opleiding op 'n filosofiese vlak gechoreografeer word vanuit onsamehangende vlakke van filosofiese punktuasies, en waar sogenaamde opleidingsprogramme voortgesette kommentaar op die 'self' van die student lewer, en waar hierdie voortgesette kommentaar die proses waardeur die 'self' gedefinieer word onderbreek of beinvloed, word die opleidingskonteks op 'n ervaringsvlak onstabiel vir ervaringsondersoek en die student beleef sielkundige ongemak. 'n Verdere vyf gevallestudies word daarna ondersoek, en deur middel van gefokusde onderhoude en inhoudsanalise word die hipotese bevestig. Die skrywer-teks-leser metafoor word dan aangewend om die dosent-opleiding-student verhouding te beskryf. Dit onthul dat die student sielkundige ongemak ervaar, dikwels beskou as sielkundige skade, wanneer die opleidingsteks onsamehangend en dus onleesbaar is. In elke geval waar die opleidingsteks onsamehangend bevind is, word die dosent as die skrywer geiidentifiseer en kan dus verantwoordelik en aanspreeklik gehou word vir die student se sielkundige ongemak. / Psychology / M. A. (Clinical Psychology)

No abstract available. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2009.

The hypothesis derived from four case studies proposes that if at a philosophical level the training is choreographed at confusing levels of philosophical punctuations, and the training programme involves an ongoing commentary on the 'self' of the trainee, and this ongoing commentary interrupts or interferes with the process in which the 'self' comes to be defined, then on an experiential level the training context is unstable for experiential exploration, and the trainee experiences psychological discomfort. A further five case studies are investigated using focused interviews and content analysis to verify the hypothesis. The author-text-reader metaphor serves to describe the trainer-training-trainee relationship. This reveals that the trainee experiences psychological discomfort, often perceived as psychological damage, when the training text is incoherent and therefore unreadable. In each instance where the training text was found incoherent the trainer was identified as the author, and therefore responsible and accountable for the trainee's psychological discomfort. / Na aanleiding van vier gevallestudies word 'n hipotese afgelei wat voorstel dat wanneer opleiding op 'n filosofiese vlak gechoreografeer word vanuit onsamehangende vlakke van filosofiese punktuasies, en waar sogenaamde opleidingsprogramme voortgesette kommentaar op die 'self' van die student lewer, en waar hierdie voortgesette kommentaar die proses waardeur die 'self' gedefinieer word onderbreek of beinvloed, word die opleidingskonteks op 'n ervaringsvlak onstabiel vir ervaringsondersoek en die student beleef sielkundige ongemak. 'n Verdere vyf gevallestudies word daarna ondersoek, en deur middel van gefokusde onderhoude en inhoudsanalise word die hipotese bevestig. Die skrywer-teks-leser metafoor word dan aangewend om die dosent-opleiding-student verhouding te beskryf. Dit onthul dat die student sielkundige ongemak ervaar, dikwels beskou as sielkundige skade, wanneer die opleidingsteks onsamehangend en dus onleesbaar is. In elke geval waar die opleidingsteks onsamehangend bevind is, word die dosent as die skrywer geiidentifiseer en kan dus verantwoordelik en aanspreeklik gehou word vir die student se sielkundige ongemak. / Psychology / M. A. (Clinical Psychology)

Orientador: Luis Enrique Aguilar / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-04T14:38:57Z (GMT). No. of bitstreams: 1 Silva_RosaneGumieroDiasda_D.pdf: 647878 bytes, checksum: c31eb3d98c77ca1933a0372646c81d0b (MD5) Previous issue date: 2005 / Resumo: Esta pesquisa originou-se, em nossa trajetória de vida profissional, da preocupação a respeito das contribuições que a disciplina de Psicologia pode oferecer para o jovem que está cursando o nível médio. Esta questão tornou-se veemente ante as mudanças ocorridas nas políticas educacionais após a vigência da Lei de Diretrizes e Bases da Educação Nacional - Lei n. 9.394/96 - que, entre outras implementações, reestruturou e implantou os Parâmetros Curriculares Nacionais para o Ensino Médio. Nesse processo, a disciplina de Psicologia não foi contemplada como efetiva no currículo desse grau de ensino. No entanto, alguns conceitos ¿soltos¿ da ciência psicológica foram utilizados para permear fundamentos e princípios dos Parâmetros Curriculares, direcionando o jovem para determinadas formas de pensar e adquirir hábitos. Acreditamos sim, na importância da Psicologia ao desenvolvimento e formação do aluno de Ensino Médio, no entanto, como uma disciplina efetiva, com um programa curricular direcionado a esta população e à realidade atual. Com esta perspectiva, é que o Colégio Estadual Gerotto dos Reis, pertencente ao Núcleo Regional de Ensino de Maringá, (mediante um Projeto de Extensão, via Universidade Estadual de Maringá, Curso de Psicologia no qual atuara como coordenadora), implantou a disciplina de Psicologia no currículo do Ensino Médio. Nesse sentido, este estudo resultou da pesquisa avaliativa da efetivação da disciplina de Psicologia nessa Escola e da pesquisa teórica, orientadora do estudo, que possibilitou uma visão histórica da Psicologia e suas relações com a educação, a qual revelou também as implicações políticas e sociais do próprio sistema econômico vigente. A fim de verificarmos a importância e as contribuições da Psicologia para a formação e o desenvolvimento do jovem durante a realização do Projeto, nos propusemos a estudá-lo sob a sua própria perspectiva. Para tanto, foram analisadas as respostas de um questionário, com perguntas abertas, aplicado a 59 alunos que cursaram a disciplina de Psicologia entre 1999 a 2002 e estudados documentos oficiais afins. Os resultados desta pesquisa nos mostraram que, no conjunto dos dados, o jovem que cursou o Ensino Médio está sendo preparado em sua formação; apresenta-se como uma pessoa que deseja se auto-conhecer, saber se relacionar consigo mesmo e com o outro; preocupa-se com o mercado de trabalho e com seu bem-estar no mundo. Foi possível inferir que, além da Psicologia auxiliar os sujeitos da pesquisa nessas expectativas, eles a consideram importante para sua vida cotidiana principalmente quanto ao seu relacionamento familiar, escolar, laboral e afetivo. Podemos concluir que esta pesquisa mostrou não só a viabilidade de se implantar a disciplina de Psicologia como efetiva nos currículos do Ensino Médio, como o valor de suas contribuições para o crescimento intelectual e emocional do jovem / Abstract: This research emerged in our professional life from the concern related to the contribution of the Psychology subject on the teenagers that are coursing high school. This question has become of great importance because of the changes on the education politics after the edition of the ¿Lei de Diretrizes e Bases da Educação Nacional ¿ Lei nº 9393/96¿, which among other: implements, reorganized and created the national curriculum parameters to high school level. In this process, the Psychology subject wasn¿t proved effective. Nevertheless, some ¿loose¿ concepts from the Psychology science were used to define the origin and principles of the curriculum parameters, guiding the student to some ways of thinking and to acquire some habits. We believe in the importance of Psychology to the development and character formation of the high school student, but as an effective school subject, with a scheduled program, aiming this population and the current reality. In this perspective, we created, by means of an extension project through U.E.M and the Psychology course, in a public high school from Maringá, a curriculum subject called Psychology. The present research in a result from the effectiveness assessments of the Psychology subject in this school as well as the theoretical research that guided this project, enabling a historic view of Psychology and its relationship with education, also revealing the political and social problems of the current economic system. In onden to lenity the importance and contribution of Psychology to the development and character formation of the teenagers during the project, we were willing to study it during the project. For that, we analyzed the answers of a questionnaire composed of open questions, applied to 59 students that attended the Psychology classes between 1999 and 2002 and the respective official documents. The results of the research demonstrated that in the data group, the teenagers who attended high school and who were having the character formed, showed a will to get to know themselves, know how to relate with themselves and others, worry about the job offers and their well being. It was possible to conclude that, besides the fact that Psychology helps the research subjects in these expectancies, they consider it very important to their lives maincy when it comes to family relationship, school relationship, wonk and affective. We can conclude that this research showed not only the utility of having a Psychology subject effective in the high school curriculum, but also the value of its contributions to the intellectual and emotional growth of the teenager / Doutorado

M.Ed. / Educational psychology honours students and Theraplay: a relational case inquiry. The South African community is moving towards fundamental socio-and-political restructuring. Part of the restructuring process is establishing suitable psychological intervention for the needy black child. From the researcher's understanding of the black child's need and knowledge of the different types of play therapies, the research question pertaining to how black students would relate to Theraplay emerged. The aim of the study was to investigate how black students relate to the proposed Theraplay principles. The method of investigation entailed superimposing a training model onto a research format in order to train and simultaneously observe the students relating to Theraplay. The five training phases of the model served as template to five observation opportunities for data collection. The data were analysed and consolidated in order to arrive at eight final categories. These eight categories were interpreted in relation to the proposed Theraplay principles, and black philosophy, in order to draw conclusions on how the students related to Theraplay. The research found that the students related well to the Theraplay principles of nurturing, intrusion, structuring and using the child as play object. The students related poorly, however, to the Theraplay principles of challenging, differentiating, playing in the "here-and-now" and controlling the sessions. Implications ofthe findings for practice, for educational psychology and for research are stated in conclusion to the inquiry.

By adopting a positive psychology framework, the aim of this study was to explore and describe the level of curiosity and exploration amongst psychologists-in-training, and how they dealt with uncertainty in the context of their professional development. A mixed-method exploratory-descriptive research design was employed to collect the quantitative data by means of the Curiosity and Exploratory Inventory. The qualitative data were collected using semistructured interviews to explore how psychologists-in-training have dealt with uncertainty. Purposive-availability sampling was used to select the participants at three South African universities. A total number of 50 participants completed the CEI and six participants were interviewed. The data were analysed using mixed-method data analysis. It was found that participants had moderate-to-high levels of curiosity and exploration, with higher levels of exploration than absorption. The majority of participants reported that they actively sought as much information as they could and frequently looked for new opportunities to grow as persons. The strategies used by the selected group of participants to deal with uncertainty included: reliance on clinical supervision; consultation with peers; self-enhancement; reliance on theory; learning from practical experience; using certain cognitive appraisals; and self-care. Certain conclusions and recommendations were made based on the findings of the study.