This thesis explores the difficulties of talking about cancer. Conversational interviews with 17 people diagnosed with cancer are analysed from the perspective of discursive psychology which treats accounts and the description of events as discourse practices and categories. Cancer is considered a mysterious and frightening disease associated with myths and taboos. It is a sensitive topic and talking about it can be a delicate and difficult thing to do for all concerned. If a person with cancer (PWC) is not seen or heard to be 'being positive' or 'adopting a fighting spirit, they could be left with a sense of blame, guilt or failure. It is proposed that not only do they have to contend with managing to live with a life threatening illness but the metaphorical descriptions attributed to cancer, the 'heroic model' and its accompanying discourses and expectations construct the ill person as being morally accountable. Narrative themes of discovery, diagnosis, doctors and delay, social relationships, the indignities of treatment and talk of death and dying are analysed. The analysis reveals some of the problems and interactional difficulties that participants have to manage, and it considers some of the dilemmas and problems produced in cancer narratives and how discursive Practices, such as laughter, are displayed. It considers the way participants discursively construct notions such asdoing being responsible, 'complaining and blaming' and 'doing being positive' and it reveals how participants' concerns of identity and moral accountability are rhetorically accomplished and managed. The findings of this thesis emphasise how PWC work to maintain the identity of someone who is bearing their illness 'patiently", without complaining and are seen to be a 'good patient'. The analysis reveals that participants construct their identity as someone who is being positive and that they not only have to manage the interactional problems that their illness poses for others and their inadequacies to cope with people with cancer, but additionally they have to manage the moral restrictions on not being able to admit that they are not coping. It is suggested that an increased awareness of the psychological burdens and interactional difficulties people with cancer report in their accounts can contribute to a better understanding of what and how people with cancer manage these additional burdens in their social lives.

Aims: The aim of this research was to engage with the experiences of professionals, parents, and young people in order to develop an understanding of the current diagnosis and management of ADHD. This research will be of interest to Counselling Psychologists working with the child and adolescent population and the clinical area of ADHD. Method: Nine semi- structured interviews were conducted with two young people, three parents, and four professionals. The interviews were transcribed and analysed using the principles’ of grounded theory methods. A constructivist version of grounded theory was implemented, as outlined by Charmaz (2006) and a social constructionist epistemology was adopted. Analysis: A central story line of ‘investing in ADHD’ emerged. This involved the investment of resources in the ‘simple truth’ of ADHD as existing within the child’s brain. A number of categories emerged which contributed to this position, including the ‘battlegrounds’ which were fraught with struggles to gain control of children’s difficult to manage behaviours and ‘knowledge and understanding’ which highlighted the need to understand the nature of the perceived problems. In addition, ‘social expectations’ and ‘personal conflicts’ depicted the social and personal factors which served to construct the perceived problems. Conclusion: The investment in the ‘simple truth’ of ADHD appeared to hold the most meaning for those involved in the study. These findings offer utility for Counselling Psychologists wishing to engage clients in psychological formulation and management approaches which aim to address the underlying factors which influence ADHD.

During the past ten years the changing sociopolitical context in South Africa challenged mental health services to re-position themselves in order to stay relevant to specific contextual demands. The field of psychology has also been introduced to the application of postmodern principles in counselling and training practices internationally and nationally, which promised exciting alternative avenues for many practitioners and clients. In reading the literature on the possible opportunities of applying postmodern principles to psychological and educational practices, it became clear that the relationship between counsellors/clients and trainers/students can be a collaborative co-construction of knowledge production. Existing literature on current training practices however reflects a fragmented picture, in which the orientation, content and pedagogy are not consistently aligned with an epistemology and practice. Postmodern literature on the notion of “identity/self” as the narration of a multilevelled construct is used to conceptualise training contexts as contexts that provide students with certain narratives with which they can construct their counsellor identities. The aim of the research is to story the construction of counsellor identity through the application of narrative therapy within a learning model. Text production was imbedded in a referential research context which is defined as a context of the following relational positionings: narrative counsellor, trainer, researcher, students and participants. The contribution of this context towards the construction of counsellor identity is explored through engaging in and narrative analysis of written conversations, journals and visual projects of students who engaged in a training context. Through the narrative analysis process, temporal dimension story grids were developed for the written conversations and training journals and the visual projects were analysed according to denotational and higher signification inventories. Narratives that were co-created in the training context include that of uncertainty, self-awareness, growth, change, hope and respect for individual life narratives, which also contributed to the process of the construction of counsellor identity. These are all familiar narratives that exist in the South African context as we live in a country that is in a continuous process of change and where certainty is an elusive concept. On the basis of the narrative themes that emerged, guidelines were developed for creating training contexts that could facilitate the construction of a counsellor identity that is of relevance within the changing South African context. These guidelines include a repositioning in the trainer/student relationship; using externalising language practices to facilitate the co-construction of knowledge through a critical engagement with the learning material and a conceptualisation of evaluation as a process based activity rather than an outcome based activity. / Thesis (PhD (Psychology))--University of Pretoria, 2006. / Psychology / unrestricted