Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.

Thesis (Ed.D.)--Teachers College, Columbia University. / Typescript. Sponsor: Albert S. Thompson. Dissertation Committee: Donald E. Super, Sloan Wayland, . Type C project. "Investigation undertaken as part of a larger project, the Career Pattern Study."--Leaf 15.

M.A. (Psychology) / Please refer to full text to view abstract

Thesis (Ph. D.)--Ohio State University, 2003. / Title from first page of PDF file. Document formatted into pages; contains xii, 165 p. : ill. Includes abstract and vita. Advisor: W. Bruce Walsh, Dept. of Psychology. Includes bibliographical references (p. 148-153).

This study invest igated the demand trends in the employment of psychology graduates - with specific reference to research psychology - in South Africa from 1976 to 1998. A total of 5769 advertisements appearing in the Sunday Times and the Mail and Guardian were analysed. Results indicated that there has been an increase in demand for research skills coupled with a decrease in demand for technical psychosocial skills (psychodiagnosis, psychotherapy and psychometrics) . In addition, there has been an increase in demand for graduates with a background in research and community psychology to work in the public sector and in social welfare and development environments. These results are discussed in the light of other studies, which suggest an increased demand globally for research skills and service professionals. The implications of these results for the planning of psychology curricula suggest that career-oriented studies could concentrate on research skills and exposure to social welfare and development contexts, thereby ensuring that the demand for these skills is met. / Thesis (M.A.)-University of Natal, Pietermaritzburg, 2002.

Peer group supervision has the potential to play an important role in the continuing professional development of practising psychologists, by providing a forum where practitioners can learn from each other in a supportive environment, while still maintaining their autonomy. However, research in the area is limited and theoretical conceptualisation around the topic is still at an elementary level. Therefore, one of the aims of this study was to evaluate the utility of peer group supervision for psychologists in practice. The second aim was to generate theory on the relationships between the various factors that play a role in determining the utility of peer group supervision and the mechanisms through which these factors operate. In order to achieve these aims, the research approach was exploratory and qualitative. The naturally occurring group processes of a single group of practising psychologists, who used a model of peer group supervision proposed by Akhurst (2000b), was the focus of this study. Five of their group sessions were audio-taped and transcribed to form the major data source. A brief questionnaire was also administered. A general analytical approach derived from grounded theory was used to analyse the data, with a particular focus on the processes and interactions within the group. Theoretical insights from the field of group dynamics were used to interpret and explain the findings generated from the analysis. The findings of this study suggest that peer group supervision has the potential to meet a number of the professional needs of practising psychologists and is therefore able to make a positive contribution to their professional development. A number of factors that mediate the potential utility of peer group supervision were identified. These factors include membership diversity, group developmental level, group orientation, facilitation style, interaction patterns and the use of structure. Plausible relationships between these factors were suggested, providing an initial picture of the complex interlocking web of factors that act on the group process to determine the utility of peer supervision groups. This understanding was used to suggest possible adaptations that may increase the utility of the model used to structure the group that participated in this study. / Thesis (M.A.)-University of Natal, Pietermaritzburg, 2003.

Issued also as thesis, Catholic University of America. / Description based on print version record. Bibliography: p. 151-160.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 112-115).

Responses of 111 doctoral clinical psychology students to Garfield and Kurtz' (1973) Testing Attitude Scale were subjected to a 2 x 2 factorial analysis. Attitudes toward psychodiagnostic testing were found to be related both to academic versus nonacademic professional expectations (academics scoring more negatively, M = 32.69, than nonacademics, M = 37.19), F (1, 107) = 5.994, p < 0.016, and to internship training exposure (non-interns scoring more negatively, M = 34.64, than interns, M = 38.80), F (1, 107) = 10.321, p< 0.002. Results paralleled previous research on academic and nonacademic working psychologists' attitudes. Similarities in students' and role models' attitudes were discussed in terms of Kelman's (1953; 1958), Festinger's (1957), and Bem's (1970) attitude theories. Results seemed to imply continued controversy over both the desirability of producing psychodiagnostically oriented clinicians, and also traditional paradigms of psychodiagnostic training.