Made available in DSpace on 2016-07-27T14:21:36Z (GMT). No. of bitstreams: 1 Maria de Fatima Jose de Almeida Vieira.pdf: 373804 bytes, checksum: 84d28c42b1ebdddf5664bf29dd85c935 (MD5) Previous issue date: 2007-02-28 / In the therapist-client relationship, here conceptualized as an encounter of subjectivities in an interpersonal context, self-disclosure (SD) by the therapist to the client is not rare. Here SD is defined as the act of the therapist to disclose verbally something about him or her self during the session. The literature presents controversial positions concerning the use of SD as a therapeutic intervention. At the one hand there are practices that promote it enthusiastically. On the other, we observe strong opposition. The aim of the present study is to seek support for the use or not of SD and to investigate the therapist s goals, as well as his or her vision concerning the impact of SD on him or herself, on the client and on the process. A qualitative, exploratory method is used including 10 therapists with behavioral training, and who work from a contextualist point of view. The data collection occurred through semi-structured interviews, recorded and transcribed verbatim for analysis. A Grounded theory approach was used, which consists of an inductive process of analysis, organization, categorization and interpretation with the aim to elaborate a theory that explains contexts. The results suggest that SD is frequently used, mainly by therapists whose training includes contact with the ideas of the third wave . The use of SD to intensify the therapist-client relationship, to demonstrate comprehension, and to offer models was observed to be quite general. A sub-group considered that SD does not have to be genuine to be valid. It is suggest that experience and training may be variables that influence the use of AR. / No relacionamento terapêutico, aqui considerado como um encontro de subjetividades no contexto interpessoal, não é raro a Auto-Revelação (AR) pelo terapeuta frente ao seu cliente, doravante definida como o ato do terapeuta de revelar verbalmente algo de si durante a sessão. A literatura traz posições controversas sobre a utilização de AR como intervenção terapêutica. De um lado existem práticas que a promovem de forma entusiasta, e do outro, observa forte oposição. O objetivo do presente estudo é buscar amparo para utilização ou não da auto-revelação e investigar a intenção, assim como a visão do terapeuta do impacto da AR sobre si, sobre o cliente e sobre o processo. Trata-se de um estudo qualitativo e de caráter exploratório com 10 terapeutas de formação behaviorista e que atuam dentro de uma visão contextualista. Para a coleta de dados foram realizadas entrevistas simi-estruturadas, que foram gravadas e posteriormente transcritas para efeito de análise. A abordagem utilizada para análise dos dados, foi a Grounded Theory que consiste num processo indutivo de análise, organização, categorização e interpretação no intuito de elaborar uma teoria que explique o contexto. Os resultados indicam, que AR é freqüentemente usada, principalmente por terapeutas cuja formação inclui exposição às idéias da terceira onda da terapia comportamental. O uso de AR para intensificar o relacionamento terapêutico, para evidenciar compreensão, normalizar experiência do cliente e para oferecer modelos foi constatado ser bem geral. Um sub-grupo considera que AR não precisa ser genuína para ser válida. Sugere que a experiência e a formação podem ser variáveis que influenciam o uso de AR.

Sexual Self-Disclosure is an important part of a relationship, however, often times, women do not feel it is appropriate to engage in. Specifically, many women do not disclose their sexual preferences, or what acts they do or do not find satisfying, with their partner. This lack of sexual self-disclosure keeps women from being able to have their own sexual needs met. This phenomenological study aimed to understand the factors that facilitate sexual self-disclosure for women in relationships. The participants (n=8) were women between the age of 24-30 who were in a committed sexual relationship for more than three months, but less than two years. Data was collected using semi-structured interviews and then two major themes and seven sub-themes were identified to describe the experience of women. The results from the study suggest that women go through a journey of exploration, and then experience a positive feedback loop which maintains sexual self-disclosure in their relationship.

Introduction: Little guidance is given to health professionals over how to deal with HIV disclosure complexities in the biomedical setting. Given the paucity of related research in this context, there is also little consideration of the actual effect of HIV disclosure in a given context. Social constructionist theory is an important contribution to disclosure research because it shifts the focus from a biomedical perspective to one that incorporates an individual's experience with HIV infection in a specific context. The task of this study was to develop substantive theory, with the aim of providing a theoretical framework for public health and health care practitioners to better understand HIV disclosure dynamics in the PMTCT setting. Methods: This was a qualitative study which explored the experience of disclosure amongst HIV positive pregnant women in the PMTCT context. Between 5 June – 31 November 2008, a total of 62 participants were recruited from two urban-based PMTCT programmes located within the eThekwini District, KwaZulu-Natal, South Africa. Results: Participants disclosed to two main groups: sexual partners, and family/others. Structural and relationship network factors shaped transmission risk behaviour, subsequent disclosure behaviour and outcomes. The circumstances which placed participants at risk for HIV acquisition also affected the likelihood of disclosure and health behaviour change. HIV and pregnancy diagnoses often occurred concurrently which profoundly impacted on participant's social identities and disclosure behaviour. Current HIV testing protocols within PMTCT settings often recommend disclosure to sexual partners under the assumption that couples will engage in safer behaviours, yet findings from this study indicate that this assumption should be challenged. Discussion: The study findings are synthesized in a conceptual model which offers substantive new theory over the concepts and interrelated factors that were identified to shape HIV disclosure and outcomes in the PMTCT context. The model identifies the following domains: 1) social networks and social support; 2) identity; 3) risk behaviour; 4) HIV and pregnancy diagnoses; and 5) HIV disclosure process to partners and others. Recommendations: Assumed pathways to risk reduction and HIV prevention need to be relooked and reconsidered. The conceptual model provides a proposed framework for future research, intervention design and implementation planning in the PMTCT setting. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2011.

Tourism social networking sites (SNSs) are websites that provide users with templates for describing their travel experiences and an infrastructure to share such travel posts with a network of like-minded individuals. Tourism SNSs represent an important advertising channel for the tourism industry, as they may assist travelers in selecting destinations and planning vacations on the basis of other travelers’ experiences, which may further stimulate travel and generate income for the tourism industry (Yazdanifard & Yee, 2014). User-generated content (UGC) in the form of travel posts is the core offering and key success factor of tourism SNSs. Travel posts constitute a valuable resource that attracts users to these websites, and they serve as a key data feed into the data mining process that is used to develop travel products on tourism SNSs. However, one problem with tourism SNSs is that their users, especially the new ones, do not publish their travel experiences on these SNSs as often as they do on traditional SNSs, such as Facebook. This may result in a lack of content and, therefore, a loss of potential consumers and, consequently, revenue. Therefore, a study on self-disclosure behavior in writing travel posts may contribute to understanding the reasons why this problem exists and help tourism SNSs improve their service accordingly. The author used multiple theoretical perspectives (social exchange theory and social cognition theory) to develop a comprehensive self-disclosure framework. The framework was tested by using a partial least squares based structural equation modelling (PLS-SEM) approach with data from 443 participants recruited from the two most popular Chinese tourism SNSs: Qyer.com and mafengwo.cn. The findings show that self-disclosure behavior on tourism SNSs was significantly affected by self-benefit, positive feedback from other users, social benefits, rewards, tourism SNSs’ security mechanism, and ease of use. However, habit and motive did not have a statistically significant effect on self-disclosure behavior. Moreover, self-disclosure behavior positively affected electronic word of mouth (EWOM) relating to the tourism SNSs. Finally, the findings have theoretical and practical implications, and the thesis ends with a discussion of the limitations of this study and suggestions for future research.

The purposes of this study were to investigate the possible therapeutic and educational effects of writing an autobiography in an undergraduate developmental psychology course, to explore the role of structure in writing an autobiography, and to determine if any significant sex differences exist in the effects of writing an autobiography.

The purpose of this study was to examine the impact of maternal attachment on identity and self-esteem in adult gay males.

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The present diploma thesis deals with the self-disclosure of the psychotherapist during therapy. The theoretical section summarizes the present state of literature on the subject and current knowledge of the concept of self-disclosure. In order to grasp the topic more comprehensively, self-disclosure is viewed in the broader framework of psychotherapy. Furthermore, the thesis presents various ways of defining self-disclosure, dealing with the content and frequency of self-disclosure, the reasons for its use, as well as its risks and ethical aspects. The theoretical section is concluded with an overview of the concept of self-disclosure in terms of various therapeutic approaches. The empirical part of the thesis deals with the possibilities of dealing with the psychotherapist's self-disclosure during therapy. The qualitative research focuses on the ways in which psychotherapists use self-disclosure in their practice and on their experiences with this intervention. The data based on semi-structured interviews with nine psychotherapists are processed by the method of thematic analysis. The interviews' analysis results in the following main topics that are related to the treatment of psychotherapist self-disclosure during therapy: various types of self-disclosure; the psychotherapist's presetting for...

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Combined with advancements in technology, prior research investigating the teacher-student relationship has radically changed the way we teach and learn in online education. This study examined the way teacher self-disclosure (TSD) influenced student motivation to enroll in an online course and altered their affect, or feelings, toward the teacher when applied within a purely online learning setting. The experiment took place online and was built within a Boston University’s learning management system (LMS), Blackboard Learn. In the online environment, TSD was controlled to provide high levels of male and female TSD in two treatment groups and a complete absence of TSD in two control groups. Out of the 336 Master of Social Work (MSW) students that responded to the recruitment email, 84 students were placed in one of four online settings led by fictional male and female teachers. Students in the treatment groups were granted access to male or female TSD via a Meet the Professor tab within the online learning environment. This tab provided students with access to content collected from social media websites, such as LinkedIn, Pinterest, YouTube, and Twitter on a single web page. The social media content displayed personal and professional information about these fictional instructors and were used to create TSD in the sample online course. The study participants were instructed to explore their assigned sample course not including (control) or including (treatment) TSD. Before and after exploring the sample course, participants completed pre- and post-surveys measuring their motivation to engage in the online course materials, their affect toward the teacher (ATT), and their perceptions of TSD within the online learning environment. Hypothesis testing using ANCOVA, correlation, t-test, and Chi-squared procedures revealed no statistical significance. Findings include recommendations for methodological requirement need to explore the complexities of the teacher-student relationship within a purely online learning environment.