Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2009. / Includes bibliographical references (p. 86-87).

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2009. / Includes bibliographical references (p. 55-59).

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2009. / Includes bibliographical references (p. 89-93).

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2009. / Includes bibliographical references (p. 49-51).

Thesis (M.Mus.Ther.)--New Zealand School of Music, Wellington, 2009. / Includes bibliographical references.

Studiens syfte är att undersöka barnskötares och blivande psykoterapeuters perspektiv på lärande i spänningsfältet mellan formell utbildning och informellt lärande i praktiken. För detta syfte ska barnskötare som utbildar sig till förskollärare och blivande psykoterapeuter undersökas. De fyra forskningsfrågorna är följande; (1) Hur värderar och upplever barnskötare och blivande psykoterapeuter relationen mellan formell utbildning och informellt lärande i praktiken? (2) Hur värderar och upplever barnskötare och blivande psykoterapeuter att deras lärande förändrats över tid? (3) Hur värderar barnskötare och blivande psykoterapeuter sitt lärande i relation till olika personer omkring dem? (4) Vilka skillnader och gemensamma drag finns det mellan barnskötare och blivande psykoterapeuter? Studiens empiriska insamling grundas på en enkätundersökning och urvalet omfattar totalt 11 barnskötare från Stockholms universitet och 43 blivande psykoterapeuter vid Stockholms universitet samt Uppsala universitet. Studien analyseras genom Ellströms teori om kognitivt- och kontextuellt perspektiv på lärande, anpassnings- och utvecklingsinriktat lärande samt Bertells teori om lärande på första- och andrahands arenan. Studieprocessen visar att det finns mycket lite tidigare forskning angående de undersökta professionerna och deras lärande under vidareutbildning, därför är studien ett viktigt bidrag till kunskapsfältet. Den data som agerar grund för analyserna i studien är insamlade genom en webbenkät. Mätningarna utförs via programvaran PSPP. Ur studiens resultat framgår det att de två professionerna var likartade i sin inställning som behandlade relationen mellan formell utbildning och informellt lärande i praktiken. Det går även att utläsa att respondenternas inställning indikerar på att de nu närmar sig eller befinner sig i det utvecklingsinriktat lärande, vilket har behandlats i förändring av lärande över tid. Samt att studiens resultat indikerar på att respondenternas lärande i relation med andra varierar beroende på profession och relation. Den största skillnaden mellan professionerna i studien visar sig när de ska värdera i vilken utsträckning de diskuterar nya kunskaper de lärt sig med sin chef. Gemensamma drag går att se i att de gärna diskuterar nya kunskaper de lärt sig med sina kurskamrater. Studien resulterar i slutsatser med hänsyn till semiformella relationer. Där kurskamraternas roll i respondenternas lärande ifrågasätt och visas i ett annan dimension. Detta med hjälp av en relativt ny teoretisk utgångpunkt. / The purpose of this study is to investigate the nurse and intended psychotherapists perspective on learning in the field between formal learning and informal learning in practice. For this purpose, the nurses that educate further to preschool teachers and intended psychotherapists is examined. The four research questions are as follows; (1) How does the nurses and the intended psychotherapists valuate and experience the relation between formal education and informal learning in practice? (2) How does the nurses and the prospective psychotherapists valuate and experience that their learning changes over time? (3) How does the nurses and the prospective psychotherapists valuate their learning in relation to different persons around them? What differences and common attribute is there between a nurse and a prospective psychotherapist? The empirical collection of the study is based on a survey and the selection covers in total 11 nurses from Stockholm university and 43 intended psychotherapists at Stockholm university and Uppsala university. The study is analyzed through Ellströms theory about cognitive- and contextual perspective on learning, adaptions- and development-minded learning and Bertells theory about learning at the first- and secondhand arena. The study process shows that there are less research made earlier about the investigated professions and their learning during further education, therefore the study is an important contribution to the field of knowledge. The data that the analyzes is founded on in the study is gathered through a web survey. Measures are executed through the software PSPP. It is clear that from the result of the study that the two professions where similar in its positions that treated the relations between formal education and informal learning in practice. It is also possible to interpret that the attitude of the respondents indicates that they are approaching or found themselves in the development-minded learning, which have been addressed in the change of learning over time. Furthermore the result of the study indicates that the respondents learning in relation to others varieties depending on profession and relation. The biggest difference between professions in the study shows when they are to assess in what extent they discuss new knowledge they have learned with their manager. Common features to be seen is that they willingly discuss the new knowledge they learned with their classmates. The study leads to conclusions in respect to semiformal relations. Where the classmates role in the respondents learning is questioned and shown in a another dimension. This with the help of a relative new theoretically point of view.

Proponents of the use of cotherapists have stressed the importance of compatibility for effective cotherapy teams; however, the nature of compatibility has received little attention in experimental literature. This study investigated the nature of an effective cotherapy relationship through use of concepts espoused by George Kelly in his personal construct theory. Based on the results of the study, it was recommended that cotherapists be paired on the basis of their cognitive congruence. It was further proposed that cotherapists, especially those low in content congruence, allow themselves sufficient time for case discussion prior to and following their therapy sessions.

A technique for altering subjects' self-evaluations and subsequent performance was developed and tested. Two types of therapist evaluative modeling, positive and critical, were compared, for effectiveness in training subjects to be assertive, with a no-modeling control and an insight treatment group. All modeling conditions used a behavior rehearsal paradigm, while the insight treatment employed a Rogerian therapy design. Dependent measures included a paper-and-pencil self-evaluation scale and a behavioral role-playing test of assertiveness. No significant differences were found among the modeling conditions, but the behavior rehearsal strategy brought about significantly greater increases in assertiveness among the severely unassertive subjects than did the insight treatment.

Na psicologia analítica o desenvolvimento da discussão sobre a natureza da imagem, suas manifestações e aplicações clínicas manifesta-se, primeiramente, na reflexão teórica e, posteriormente, na identificação de práticas clínicas que refletem a operacionalização e a constante atualização desses postulados. Esse estudo busca identificar no exercício da psicoterapia de que modo diferentes profissionais dialogam com as questões teóricas e as transformam em práticas clínicas efetivas, validando, operacionalizando e enriquecendo as mesmas. Investigou-se a evolução da questão da imagem na psicologia analítica sob quatro aspectos: o desenvolvimento do conceito de imagem nas três principais vertentes da psicologia analítica - clássica, desenvolvimentista e arquetípica -; a operacionalização e a atualização dessa discussão na prática clínica de terapeutas junguianos; a formação do psicoterapeuta e a capacitação para o trabalho clínico com imagens; e a viabilidade de uma psicologia pautada por imagens. Mediante a discussão teórica identificou-se questões que, agrupadas em seis eixos temáticos, serviram como base para a interlocução com psicoterapeutas de orientação junguiana. Realizaram-se seis entrevistas que foram analisadas qualitativamente. Os resultados indicam que a questão da imagem vem sendo atualizada e ampliada. Destacaram-se, entre outros, os aspectos funcionais da imagem e seu potencial clínico, a tendência da abordagem imagética não interpretativa da imagem, as peculiaridades e dificuldades do processo de formação do psicoterapeuta e a possibilidade de metaforização da reflexão em psicologia. / The development of the discussion about the nature of image in Analytical Psychology, its manifestations and its clinical applications manifest firstly in theoretical reflection and subsequently in the identification of clinical practices that reflect the execution and the constant updating of three principles. This present study aims to identify in psychotherapy how different professionals interchange ideas with theoretical issues and transform them into effective clinical practices, validating, executing and enriching them. The evolution of image in Analytical Psychology has been categorized under four aspects: the development of the concept of image in the three main schools of Analytical Psychology - Classical, Developmental and Archetypal, the execution and the updating of this discussion obtained at clinical practices of Jungian therapists, the professional development of psychotherapists and their training for clinical work using images and the viability of a psychology based on images. Through theoretical discussion, some issues have been identified and grouped into six thematic axis which have served as basis for the interlocution with Jungian psychotherapists. Six interviews have been conducted and analyzed qualitatively. The results show that the image issue has been updated and amplified. Functional aspects of image and its clinical potential, the tendency of a non-interpretative imagetic approach, the peculiarities and difficulties found in the psychotherapists' development process and the possibility of building metaphors for reflection in psychology among others have been highlighted in this study.

Ao longo da formação em psicologia, o estudante realiza atendimentos clínicos com o objetivo de construir sua identidade de terapeuta e utilizar, na prática, as teorias e técnicas que aprendeu. Na literatura brasileira são poucos os estudos que abordam essa etapa da formação quando se refere ao atendimento familiar. Através da análise e interpretação de material clínico oriundo de quatro casos atendidos por estudantes em um serviço-escola, esta pesquisa, de natureza clínico-qualitativa, teve como objetivo investigar, sob o referencial teórico da psicanálise familiar, as várias dimensões desse processo terapêutico na interface com a formação clínica do aluno. Os estudantes apresentaram dificuldades em identificar e manejar a transferência e contratransferência, atuando em papéis diversos que não o que lhes cabia enquanto terapeutas. Sensações corporais e sentimentos negativos como raiva e desapontamento foram registrados por parte dos terapeuta-estagiários ao longo dos atendimentos. O manejo adequado e a possibilidade de fazer interpretações e apontamentos mais precisos, favoreceu, em alguns casos, a transição de uma queixa depositada em um membro (paciente identificado) para uma demanda que envolvia o grupo. A supervisão, o procedimento de registro de sessão e materiais artísticoexpressivos auxiliaram os alunos na construção da identidade de terapeuta. A análise do material coletado permitiu constatar que, ao longo do(s) processo(s) psicoterápico(s) muitos deles foram se posicionando de forma mais segura, podendo fazer apontamentos ao mesmo tempo em que já não atuavam tanto em sessão, assegurando-se de suas funções. O atendimento familiar, por um lado, mobilizou alguns terapeutas no sentido de dificultar a construção e assunção desse papel. Por outro lado, foi notável o crescimento e desenvolvimento de diversas habilidades importantes no processo terapêutico. Outros aspectos além dos aqui estudados também são fundamentais para o processo de formação do terapeuta familiar tais como a terapia do próprio estudante e a aprendizagem da teoria psicanalítica familiar / During the training in psychology, the undergraduate student performs clinical care in order to build his therapist identity and use in practice the theories and techniques he learned. In Brazilian literature there are few studies that address this stage of training when it comes to family treatment. Through the analysis and interpretation of clinical material from four cases attended by undergraduate students in a clinic-school, this research, clinical and qualitative nature, aimed to investigate under the theoretical framework of family psychoanalysis, the various dimensions of this therapeutic process in interface with the clinical training of the undergraduate student. The undergraduate students presented difficulties in identifying and handling the transference and countertransference, acting in different roles than it was up to them as therapists. Bodily sensations and negative feelings such as anger and disappointment were recorded by the therapist interns over the calls. Proper management and the ability to make more precise interpretations and notes, favored in some cases, the transition to a complaint filed in a member (identified patient) to a demand that enveloped the group. Supervision, the session registration procedure and artistic and expressive materials helped undergraduate students in building therapist identity. The analysis of the collected material it was established that, over method psychotherapy many of them were positioning themselves more safely and can make interventions at the same time that they no longer act out in session, assuring their role as therapist. The family treatment, on the one hand, mobilized some therapists in order to hinder the construction and assumption of that role. On the other hand, was remarkable growth and development of several important skills in the therapeutic process. Other aspects than those studied here are also central to the family therapist formation process such as the student\'s own therapy and learning of family psychoanalytic theory