Thesis (Ph.D.)--York University, 2006. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 109-134). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:NR29515

This research has drawn on poststructuralist thinking to posit that assertions of supervision being a benign and necessary process or activity rely on modernist assumptions. Utilising Foucault’s work on discourses and power, this study conceptualised supervision as a social construction that has implications for practice and subjectivity, and that this process, within the context of counselling psychology, with its particular epistemological underpinnings, is worthy of further exploration. This study makes an original contribution through extending the work by Crocket (2004, 2007), who has investigated supervision’s shaping effects on professional identity, to apply it to the particular epistemological and theoretical context of counselling psychology, a profession said to value postmodern ideas such as pluralism and ambiguity (Rizq, 2006). Semi-structured interviews with six women counselling psychology trainees were analysed using Foucauldian discourse analysis, a social constructionist methodology, and found a number of discourses implicated in trainees’ subjectivity and practice. Whilst expert, developmental and gender discourses were found to be implicated in constructions of supervision as hierarchical, which was seen as a key aspect of constructions of power in supervision, other discourses were identified that offered positions from which to resist this. The researcher acknowledges that the discursive resources identified are based on this particular sample, could have been read in other ways and does not assume they can be applied to all trainee counselling psychologists. Rather, it is hoped this study may contribute to debate around supervision and it’s shaping effects and consequently be useful in enhancing counselling psychology’s reflexivity in research and practice.

Thesis (Ph. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 118-126). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 118-126). Also available on the Internet.

O presente trabalho tem como objetivo pensar a formação e a prática profissional do psicólogo no Brasil. Com essa finalidade, contribuições de Bruno Latour, Isabelle Stengers e Vinciane Despret foram recrutadas como aliadas. A partir da leitura de estudos realizados a respeito do tema, de documentos pertinentes à regulamentação da profissão e do curso, bem como de material produzido durante o processo de definição das Diretrizes Curriculares para o Curso de Psicologia, buscou-se acompanhar os movimentos de actantes envolvidos e as relações estabelecidas entre diferentes versões do que é fazer psicologia no Brasil. Resultados de pesquisa desenvolvida para o Conselho Federal de Psicologia são tomados como referência para propor novos pontos para reflexão sobre o tema. / This study aims at thinking over undergraduate psychology programs and professional practice in Brazil. Bearing this purpose on mind, the contributions of Bruno Latour, Isabelle Stengers e Vinciane Despret were considered as allies to develop this study. It took into account the reading of papers approaching this theme and documents discussing the accreditation of Psychology courses and professionals, as well as materials produced throughout the process in which the Diretrizes Curriculares para o Curso de Psicologia (the Brazilian Curricular Guidelines for Psychology Courses) were set forth. In view of the aforementioned items, the purpose was to follow-up the movement of actants within this scenario and the relations between the different manners of practicing Psychology in Brazil. Results coming from the research carried out to the Conselho Federal de Psicologia (Brazilian Federal Psychology Council) are taken as a reference to propose new subjects to be discussed in relation to this theme.

O presente trabalho tem como objetivo pensar a formação e a prática profissional do psicólogo no Brasil. Com essa finalidade, contribuições de Bruno Latour, Isabelle Stengers e Vinciane Despret foram recrutadas como aliadas. A partir da leitura de estudos realizados a respeito do tema, de documentos pertinentes à regulamentação da profissão e do curso, bem como de material produzido durante o processo de definição das Diretrizes Curriculares para o Curso de Psicologia, buscou-se acompanhar os movimentos de actantes envolvidos e as relações estabelecidas entre diferentes versões do que é fazer psicologia no Brasil. Resultados de pesquisa desenvolvida para o Conselho Federal de Psicologia são tomados como referência para propor novos pontos para reflexão sobre o tema. / This study aims at thinking over undergraduate psychology programs and professional practice in Brazil. Bearing this purpose on mind, the contributions of Bruno Latour, Isabelle Stengers e Vinciane Despret were considered as allies to develop this study. It took into account the reading of papers approaching this theme and documents discussing the accreditation of Psychology courses and professionals, as well as materials produced throughout the process in which the Diretrizes Curriculares para o Curso de Psicologia (the Brazilian Curricular Guidelines for Psychology Courses) were set forth. In view of the aforementioned items, the purpose was to follow-up the movement of actants within this scenario and the relations between the different manners of practicing Psychology in Brazil. Results coming from the research carried out to the Conselho Federal de Psicologia (Brazilian Federal Psychology Council) are taken as a reference to propose new subjects to be discussed in relation to this theme.

Orientador: Elisabete Monteiro de Aguiar Pereira / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-08T04:06:15Z (GMT). No. of bitstreams: 1 Riedo_CassioRicardoFares_M.pdf: 1631454 bytes, checksum: a65442033e63271b3e7f7b64dfb7e5c8 (MD5) Previous issue date: 2006 / Resumo: Esta dissertação discute como a reforma universitária italiana, implantada através do Decreto Ministerial n°509/99, influenciou a formação em psicologia, focalizando principalmente a psicologia educacional. Certa debilidade no ensino superior italiano e acordos entre os países membros da Comunidade Européia, ensejando a formação de uma Área Européia de Educação Superior, serviram como justificativa para a reforma. Um dos principais objetivos declarados foi o reconhecimento profissional entre os países e, para compatibilizar os sistemas de cada país, foi implantado um modelo baseado em dois ciclos e créditos formativos, com preocupações profissionalizantes desde o ciclo inicial. O processo de reestruturação didática que aconteceu na Universidade de Pádua durante a pesquisa foi estudado num enfoque contextual; tendo sido optado pelo estudo de caso como alternativa metodológica. Foram entrevistados o Presidente da Faculdade de Psicologia, o Assessor da Presidência para Assuntos Discentes, o Diretor do Departamento de Desenvolvimento e Socialização e quatro professoras deste departamento. Além das entrevistas, currículos do ciclo inicial e reportagens publicadas em jornais italianos foram usados para auxiliar a reflexão. De maneira geral, o modelo implantado não foi bem recebido pelos estudantes, pelos docentes e nem por outros segmentos sociais, tendo recebido várias críticas, sendo a falta de uma formação geral mais ampla uma das principais / Abstract: This dissertation is about the Italian reform of universities, implemented by Ministerial Law n°509/99, concerned with psychology graduation courses and educational psychology in special. A supposedly weak Italian Higher Education and agreements for building a European Area of Higher Education were used to justify the reform. A model with two cycles and credits for a professional formation were proposed to overlap the educational systems from each nation. A case study was used to understand the new didactic structure in Padova University and its social context. News, curriculum and interviews with the President of the Faculty of Psychology, the President-Assessor for Student Matters, the Director and four teachers from Development and Socialization Department served as data information. Meanwhile, students, teachers, and another social segments didn¿t approve the implemented formation¿s model. Many critics appeared and the main was a failed general education / Mestrado / Ensino e Práticas Culturais / Mestre em Educação