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Insufficient research has addressed communication apprehension (CA) as it relates explicitly to the journalism and public relations disciplines. The purpose of this study was to measure the CA levels of undergraduate journalism and public relations interns after participating in communication events with their immediate supervisors during their internship experiences.A total of 55 male and female undergraduate students, who had completed internships in the four semesters prior to this study, chose to participate. McCroskey's Personal Report of Communication Apprehension 24 (PRCA-24) scale (McCroskey 1984b) was administered to each participant to measure CA in four contexts: group discussions, meetings, interpersonal communication, and public speaking. The two hypotheses predicted significant differences in CA levels based on the age differences and sex differences between interns and their immediate supervisors. The results showed no significance for either hypothesis. Limitations and implications for future research were discussed in the final chapter. / Department of Journalism

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M.Ed. / Entering the profession of psychology entails participating in professional roles and tasks that deal directly with human contact and development. Therefore, practicing psychology comprises a highly personalised nature, hence the personal self of the psychologist also comes into play. The development of the professional and personal nature of the psychologist occurs during different stages of becoming a psychologist. One such stage is that of being an intern. An intern has completed the theoretical aspect of a masters in psychology course and is involved in the practical aspect of the degree. This study explores the stage of being a psychology intern. Therefore, the purpose of this study was to identify the experiences of a particular group of psychology interns in relation to their personal self and professional self. As a result a greater understanding surrounding a particular internship experience is hoped to be achieved. The design of the study was qualitative and involved formulating a literature review. This literature review discusses the stages of professional development, tasks and roles and internship experiences. This provides the theoretical framework for this study and should enhance the understanding of the phenomenological experience of interns. Hence, the research approach and theoretical framework adopted was based on existential, phenomenological, ecosystemic and constructivistic principles. Data was collected through in-depth semi-structured interviews with three psychology interns. All participants completed their internships at the same institute in South Africa. When this study began, I, the researcher was also an intern, thus I am one of the participants. Data was also gained from my own personal reflective and research journal. The literature review, together with the results of this study assist in developing an understanding around the personal self and the professional self of the intern. It is hoped that the information gained from this study will assist future interns in creating meaning for their internship experiences.

The purpose of this study was to investigate the initial on-site supervision experience of school counseling interns. Current counseling supervision research has failed to address dynamics specific to the context of school counselor training and professional development. This gap in the research suggest that examining the phenomenological experience of what constitutes school counselor trainee growth in the context of on-site counseling supervision was worthwhile. An emergent qualitative research design was utilized to clarify and elaborate on data while pursuing lines of inquiry grounded in the experience of three school counseling supervisory dyads (supervisee-supervisor), a university internship supervisor, two additional supervisees, and three additional supervisors. During the course of an academic school counseling internship experience, data was collected through multiple taped on-site school counseling supervision process observations, participant semi-structured interviews, and reflective participant and researcher journals. Utilizing a constant comparative method of data analysis, results indicated an emerging model of on-site school counseling supervision which, (a) progressed sequentially through a series of four developmental phases (contextual orientation, establishing trust, conceptual development, and clinical independence), (b) focused on twelve dimensions of supervises learning specific to each phase of development (contextual urgency, site disparity, ethical awareness, accessibility, support, collegiality, thematic observations, reflective modeling, illustrative examples, self assessment, self generation, and professional risk taking), and (c) illustrated a reflective cycle of supervisor-supervisee interaction focused on the supervisee transforming dissonant internship counseling experiences into professional schemas. Presented as an emergent model and specific to the investigated context, the results suggest that developmental principles of counseling supervision are applicable to school counseling, and that the supervision relationship illustrated pedagogical interventions and processes congruent with reflective learning theory. It is recommended that counselor education programs provide preliminary exposure to the school counseling context and relevant counseling models while maintaining ongoing follow-up and support with on-site school counseling supervisors. Furthermore, research is needed to more fully examine instructional strategies in the context of school counselor preparation and on-site supervision. / Graduation date: 1998

M. Tech. Business Administration / The study is aimed at determining the differences in perceptions of graduates who have participated in an internship programme and those of graduates who have not participated in such a programme. It also looks at the perceptions of employees of the public service toward the internship programme that is introduced in Tshwane.

Supervision of psychotherapy constitutes a major component of the professional training undertaken by individuals pursuing careers in clinical psychology. The empirical literature has only recently begun to address the impact which supervision has on the development of its recipients. The present study explored relationships between changes in the theoretical orientations and personal values of therapist trainees and the theoretical orientations and values of the training faculty who provided them with supervision during a one year training program. Trainee theoretical orientation and personal values were assessed at the beginning and at the end of the training program for three successive training years, yielding a trainee sample N of 16. Follow-up assessment of theoretical orientation was obtained from this sample three to five years after they had completed this one year program. Background characteristics assessed included measures of personality functioning, locus of control and prior clinical experience. Parallel data were collected from 11 supervisory faculty. Regression analyses assessed the extent to which changes in trainee orientations and values could be predicted on the basis of the perspectives held by their supervisors. Trainees were found to enter the program with a positive bias toward psychoanalytic and experiential forms of therapy and a negative bias toward cognitive-behavioral therapy. Through the follow-up assessment this psychoanalytic orientation was maintained and consolidated. Trainees also became more accepting of cognitive-behavioral treatment and less supportive of experiential therapy. While supervisors' orientations were generally found to be unrelated to changes in trainee orientation during the training period, follow-up data suggested that supervisors had influenced the orientations currently held by former trainees. Changes in orientation were found to be unrelated to trainee background characteristics or level of prior clinical experience. Current findings suggested that trainee perceptions of supervisors' influence were related to supervisor status within the training program. Trainees entered the program with value systems that were similar to those of their supervisors. These values did not change substantially during the course of training. Trainee personality characteristics were more frequent predictors of those value changes which did occur than were supervisor values.

This research study assessed Korean students' perceptions and overall satisfaction levels regarding the effectiveness of their hospitality internship experiences. Relationships with demographic characteristics were identified. The sample was comprised of 74 senior-level university students enrolled in hospitality and/or tourism management programs who were completing an internship in Korea. Generally, students exhibited low agreement levels on the internship program aspects being investigated. Previous work experience was the most common factor influencing students' perceptions of their internship experiences. Agreement levels increased with length of prior work experience. Type of internship workplace, expectation of an employment offer, age and gender were found to influence students' perceptions of the internship experiences.

Mini-dissertation was submitted in partial compliance with the requirements for the Master's Degree in Technology: Homoeopathy, Durban Institute of Technology, 2007. / The first formal Homeopathic education programme in South Africa began in 1989 and was instituted by Technikon Natal, now Durban University of Technology – DUT. The course offers a Master’s Degree in Technology in Homeopathy. Similarly Witwatersrand Technikon now University of Johannesburg began offering the course from 1993. Since the first (from DUT) intake there have been 13 years of graduates. Included in the course is excellent homeopathic training and a comprehensive medical training programme, consisting of anatomy, physiology, pathology, histology and diagnostics subjects. Although a statutory requirement no postgraduate internship training regarding graduates of this programme has been formalised. Thus this study was deemed valuable as it aimed to provide clarity on past internship received and a perception of what an internship ought to entail. The purpose of this retrospective survey was to determine the perceptions and opinions of M.Tech:Homeopathy graduates around the current non-implementation of statutory internship, in order to inform the formulation of an appropriate and effective homoeopathic internship, as required by Act 63 of 1982 (as amended). Other objectives included gathering data/perceptions regarding the contents and outcomes of a proposed Homeopathic internship as perceived by M.Tech:Homeopathy graduates. As well as assessing/determining the possible existence of associations between demographic factors and the perceptions around internship regarding its recommended contents and outcomes. / M

A discrepancy between the number of predoctoral internship applicants and Association of Psychology Postdoctoral and Internship Centers' internship positions has recently been noted (Gloria & Robinson, 1994; Murray, 1996). Applicants now outnumber positions available. This imbalance has caused researchers (e.g., Lopez, Moberly, & Oehlert, 1995) to focus on criteria affecting selection decisions. Researchers, who have relied strictly on non-experimental methodology, have ascertained that important and consistent criteria for intern selectors are breadth and types of clinical experiences, performance during interviews, and letters of recommendation.A criteria that was not specifically addressed in earlier surveys of intern selectors was doctoral program type (i.e. clinical, counseling, and school psychology). Interestingly, doctoral program type had been hypothesized by Gayer and Gridley (1995) to have a significant impact on intern selection decisions, such that a preference pattern would emerge with clinical applicants preferred over counseling applicants, and counseling applicants preferred over school applicants. This pattern was hypothesized to occur even if application materials from the three doctoral program types were identical. The present study, in the form of an experimental survey utilizing analogue techniques, was developed to test the aforementioned hypothesis. Results confirmed that doctoral program type has a statistically significant, moderate influence on intern screening/selection and that the hypothesized preference patterns pervasively exist across a variety of selector (e.g., gender and doctoral program type attended) and setting (e.g., geographic location, site type, population density in the site's locale, and socioeconomic status of a site's clientele) variables. Implications of this preference pattern and recommendations for applicants, trainers, and selectors are discussed. / Department of Educational Psychology