The influence an individual’s perspective has on her or his perceptions is a critical issue in the field of counselling. Counsellors are required to maintain a considerable level of self-awareness in order not to confuse their own experience with the experience of their client. It is proposed that an essential component of such self-awareness includes a knowledge of self-relations. The term self-relations implies both a self-structure - a relatively stable developmental integration of patterns and awarenesses - and the dynamic, shifting relationships within that self-structure. This study addressed the question: “How do four counsellors describe their self-relations?” The purpose of the inquiry was to gain knowledge about a range of self-relations, from functional to problematic, therefore counsellors who work with individuals meeting diagnostic criteria of borderline personality disorder [BPD] were selected. Borderline personality disorder is significant to the study in that the most commonly cited criterion for this disorder is the experiencing of difficulties concerning self-integration. Following a detailed methodological description of the interview and analysis procedures, the resulting themes are explicated. Themes emerged from four general categories: (a) events that took place in the interview, (b) personal themes, (c) professional issues, and (d) the interviewer’s perspective. The principal finding was the identification of an inherent correspondence between the participants’ self-relations and their therapeutic interventions. The manner in which figurative language constituted the individual styles of self-relations is explored. Implications for practice include a discussion of dissociative processes that focuses on the significant qualitative difference between theoretical conceptions and lived experience. An exercise is included in the appendixes that assists in the process of describing self-relations. It is recommended that this exercise be included as a component of counsellor education. / Graduate

Participation in physical activity throughout the lifespan is critical to good health and well-being. The literature indicates a link between perceived athletic competence and participation in activity. This pilot study investigated the link between participation in a survival swimming program and self-perception in six domains in twenty youth participants. The Self-Perception Profile for Children (Harter, 1985) was used to determine whether or not the participants had any changes in their self-perception after taking part in the program. The results showed no significant difference between the two trials. Discussion noted sample size and acquisition as difficulties. Future research possibilities are suggested in the area of perceived choice in activity, perceived competence with regards to success or failure in the program, and different aspects of motivation to participate.

This study explored the self-perception of psychological empowerment in a classroom setting. Specifically, the purpose of this research was to determine if the self-perception of psychological empowerment was related to perceived control and academic achievement in a population of university students. Subjects consisted of 24 students between the ages of 22 and 37. The majority of the subjects were enrolled in a diploma program in the Faculty of Education at McGill University. These students had all completed a previous university degree and were working towards teacher certification. / The primary methods of data collection consisted of an empowerment survey, a locus of control measure specific to achievement goals, and an interview with two key informants from the sample. / Results indicated that those students who perceived themselves to be empowered (Y Emp) reported a significantly more external locus of control than those students who did not perceive themselves to be empowered (N Emp). Descriptive data from the empowerment survey and the interview suggested that there were mitigating circumstances which were of direct concern to the sample and which might account for the results. The findings offer tentative support for the context specific nature of empowerment as predicted by empowerment theory. / Consideration is given to the diverse ways that empowerment can be conceptualized and the implications of this for a student population. Some suggestions for further research are offered.

Thesis (M.S.)--Wisconsin. / Includes bibliographical references (leaves 62-69).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1981. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 101-107).

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Thesis (Ph. D.)--University of Washington, 2003. / Vita. Includes bibliographical references (leaves 74-80).

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