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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
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Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 1 to 8 of 8 (0.145 seconds)Spelling suggestions: "subject:"a.theoretical orientation"" "subject:"20theoretical orientation""
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Explicitly and Implicitly Assessed Personality Traits of Practicing CliniciansGraceffo, Robert Anthony January 2015 (has links)
No description available.
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Addressing physical activity in psychotherapy: theoretical orientation and mind-body dualismGermin, Jessie Unknown Date
No description available.
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Addressing physical activity in psychotherapy: theoretical orientation and mind-body dualismGermin, Jessie 11 1900 (has links)
Despite the substantial research illustrating the positive effects of physical activity on mental health, there are few studies examining the role of exercise in psychotherapy. This study examined factors associated with psychotherapists addressing physical activity with their clients. To examine this relationship, psychotherapists (N=118) completed questionnaires assessing theoretical orientation and mind-body dualism attitudes. Participants rated the likelihood they would address exercise with a client described in a case vignette and results indicated high rates of addressing physical activity with this client. The hypothesis that cognitive/behavioural and psychodymanic/psychoanalytic approaches would correlate with addressing exercise was not supported. Unpredicted relationships between exercise discussion and the humanistic/existential and constructivist/narrative/solution-focused orientations were found. The hypothesis that mind-body dualism attitudes would negatively correlate with the likelihood of addressing exercise was also not supported; however, this may be due to weak measurement of the mind-body dualism construct. / Counselling Psychology
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The beliefs and practices of pre-service teachers and the relationship to theoretical orientation to reading: a case studyBroman, Sarah Elizabeth January 1900 (has links)
Doctor of Philosophy / Curriculum and Instruction Programs / Lotta Larson / All human beings possess within them implicit and explicit theories which they use repeatedly throughout their lives to explain a wide array of experiences (Tracey & Morrow, 2017). In education, teachers use their theories about reading and learning to read to inform nearly every aspect of their instruction. These belief systems develop over a lifetime and are used as filters when making instructional decisions (Cunningham & Fitzgerald, 1996; Prawat, 1992; Richardson, Anders, Tidwell, & Lloyd, 1991; Smith, 2004). Understanding and identifying these theoretical perspectives empowers educators to make informed instructional decisions in the classroom while also clarifying and defining their roles as teachers. While numerous studies have documented the relationship between teachers’ beliefs and instructional practices, there appeared to be limited research that related preservice teachers’ beliefs and practices to their personally held theoretical perspectives.
This study explored pre-service teachers’ beliefs and practices and how they related to their theoretical orientations to reading. The study specifically addressed the gap in the research focusing on pre-service teachers who were enrolled in a literacy methods course. Multiple data sources were gathered from interviews, observations, and artifacts and documents. These data were collected and analyzed throughout the duration of the study.
The study’s findings established the relationship between pre-service teachers’ theoretical orientations to reading and their beliefs and instructional practices. The data analysis revealed that the pre-service teachers’ previous life experiences, and experiences in the literacy methods course and corresponding internship influenced their theoretical orientations to reading. Further data analysis also revealed inconsistencies related to the alignment of pre-service teachers’ beliefs and instructional practices and change of theoretical orientations.
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Ego development and theoretical orientation among counseling students.Warren, Edward Scott 12 1900 (has links)
This study investigated potential relationships between master's level counseling students' levels of ego development and their identified orientations to one of six guiding theories of counseling; students' theoretical orientation classifications when classified according to the theory's domain of emphasis: affective, behavioral, or cognitive; students' degrees of confidence in identifying their theoretical orientations; and students' degrees of comfort in applying their theories in clinical practice. Seventy participants enrolled in a master's level practicum course completed the Washington University Sentence Completion Test, a measure of ego development, and the Counseling Theory Survey, a survey developed by the researcher, in order to identify students' identified theoretical orientations, students' degrees of confidence in identifying their theoretical orientations, and students' degrees of comfort in applying their theories in clinical practice. Ego development level was operationalized as a dichotomous variable consisting of level E5 and below and E6 and above, based on the developmental task attained at E6: a shift from emphasis on in-group identity to self-evaluated standards. To determine potential relationships between the students' ego development levels and their theoretical orientations and their orientations when classified by domain of emphasis, 2 x 4 and 2 x 3 Chi-square analyses were used. Independent t-tests were conducted to determine if the students' degrees of confidence in identifying their theoretical orientation and their degrees of comfort in applying their orientation varied across the two groups. No statistically significant results were found. Alternative explanations for the identification of theoretical orientation, limitations of the study, and suggestions for future research are discussed with emphasis on the need for greater integration of current theories related to the identification of theoretical orientation.
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Theoretical Orientation, Style, and Compatibility as Factors in Spouse CotherapyBenningfield, Anna Beth 08 1900 (has links)
Cotherapy has been advocated as an effective treatment mode, especially with groups, couples, and families. The relationship between the cotherapists has been identified as an important determinant in the success of this method. This relationship has been compared to the marital relationship between spouses, and the marriages of therapists have been viewed as offering advantages for cotherapy. Since not all therapists who are married to each other work as cotherapists, the purpose of this study was to investigate whether or not spouse cotherapists differ from other therapists who are also married to each other but who do not work together on a regular basis as cotherapists. The five dimensions measured for all subject couples include frequency of differing theoretical orientation, similarity of self-reported behavior in therapy, compatibility of needs for inclusion, compatibility of needs for control, and compatibility of needs for affection. Subjects for this study were 6 5 married couples in which both spouses were psychotherapists. The couples were divided into two groups according to whether or not they worked together as cotherapists on a regular basis. The group of spouse cotherapists included 29 couples who reported regular cotherapy together. The group of therapist couples included 37 couples who reported no regular cotherapy with their spouses. All subject couples were provided a packet of materials which included a letter explaining the general purpose of the study, two copies of the Therapist Personal Data Form, two copies of the Self-Description of Therapist's Behavior, two copies of the Fundamental Interpersonal Relations Orientation-Behavior, and a stamped envelope addressed to the experimenter for the return of the materials.
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Talking sticks and BMW's: ritual, power and authority in a psychotherapy training placementJansen, Shahieda 01 January 2002 (has links)
This study explores trainees' experiences of power dynamics within a
ritualised training context, with reference to the three major aspects of the study:
training, ritual and power. The psychotherapeutic training took place at Agape, a
community-based counselling service in Mamelodi, whose theoretical approach to
training included a mixture of postmodern, ecosystemic and African traditions. A
substantial literature survey examines the major concepts and issues related to the
research subject, such as psychotherapeutic training approaches, the philosophies and
theories that may inform training procedures, ritual practices in psychotherapy, and
organisational and power aspects of psychotherapeutic training. The research process
was executed using the qualitative, interpretive research methodology. A sample of
six of the trainees who had completed their training at this placement was
interviewed, and two of the trainers. The researcher's reflections on her own training
experiences are woven into the material. Using the interview technique and through
asking a series of open-ended questions, the researcher obtained an account of the
subjective, sacralised training interactions at Agape. Themes were identified that had
emerged during the interview process. In brief, the themes referred to trainees'
theoretical and practical experiences in the training placement, how they made sense
of the sacralised therapeutic experiences, and comments on their relationship with
trainers and fellow trainees. The most common theme that emerged was that of
power. The end product of this study portrays the trainees' understandings of power
within a sacralised psychotherapeutic context and their responses to this. This study
makes explicit the links between ritualisation and power within an evaluative
psychotherapeutic training context, and the consequences of this for training. / Psychology / M.A. (Clinical Psychology)
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Talking sticks and BMW's: ritual, power and authority in a psychotherapy training placementJansen, Shahieda 01 January 2002 (has links)
This study explores trainees' experiences of power dynamics within a
ritualised training context, with reference to the three major aspects of the study:
training, ritual and power. The psychotherapeutic training took place at Agape, a
community-based counselling service in Mamelodi, whose theoretical approach to
training included a mixture of postmodern, ecosystemic and African traditions. A
substantial literature survey examines the major concepts and issues related to the
research subject, such as psychotherapeutic training approaches, the philosophies and
theories that may inform training procedures, ritual practices in psychotherapy, and
organisational and power aspects of psychotherapeutic training. The research process
was executed using the qualitative, interpretive research methodology. A sample of
six of the trainees who had completed their training at this placement was
interviewed, and two of the trainers. The researcher's reflections on her own training
experiences are woven into the material. Using the interview technique and through
asking a series of open-ended questions, the researcher obtained an account of the
subjective, sacralised training interactions at Agape. Themes were identified that had
emerged during the interview process. In brief, the themes referred to trainees'
theoretical and practical experiences in the training placement, how they made sense
of the sacralised therapeutic experiences, and comments on their relationship with
trainers and fellow trainees. The most common theme that emerged was that of
power. The end product of this study portrays the trainees' understandings of power
within a sacralised psychotherapeutic context and their responses to this. This study
makes explicit the links between ritualisation and power within an evaluative
psychotherapeutic training context, and the consequences of this for training. / Psychology / M.A. (Clinical Psychology)
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