Global ETD Search

1	Explicitly and Implicitly Assessed Personality Traits of Practicing Clinicians Graceffo, Robert Anthony January 2015 (has links) No description available. Clinical Psychology
2	Addressing physical activity in psychotherapy: theoretical orientation and mind-body dualism Germin, Jessie Unknown Date No description available. physical activity exercise theoretical orientation mind-body dualism psychotherapy counselling psychotherapist counsellor
3	Addressing physical activity in psychotherapy: theoretical orientation and mind-body dualism Germin, 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 physical activity exercise theoretical orientation mind-body dualism psychotherapy counselling psychotherapist counsellor
4	The beliefs and practices of pre-service teachers and the relationship to theoretical orientation to reading: a case study Broman, 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. Pre-service teachers Teacher education Beliefs and practices Theoretical orientation to reading Reading education
5	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. theoretical orientation Ego development counseling theory Ego (Psychology) Counselor trainees -- Psychology.
6	Theoretical Orientation, Style, and Compatibility as Factors in Spouse Cotherapy Benningfield, 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. spouse cotherapists cotherapy therapeutic styles theoretical orientation needs for inclusion needs for control needs for affection Mental health care teams. Psychotherapist and patient. Husband and wife.
7	Talking sticks and BMW's: ritual, power and authority in a psychotherapy training placement Jansen, 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) Psychotherapy Ritual Power Psychotherapy clinic Healing Community Trainees Sacralised training ineractions Training placement Theoretical orientation Psychotherapeutic training Therapist's power Trainer-trainee relationship Community African healing paradigm Training institution Community-based counselling service Ecosystemic Sangoma Postmodern Ecology Constructivism 616.89140715 Internship programs Psychologists -- Training of Tutors and training -- South Africa Psychotherapy -- Training of
8	Talking sticks and BMW's: ritual, power and authority in a psychotherapy training placement Jansen, 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) Psychotherapy Ritual Power Psychotherapy clinic Healing Community Trainees Sacralised training ineractions Training placement Theoretical orientation Psychotherapeutic training Therapist's power Trainer-trainee relationship Community African healing paradigm Training institution Community-based counselling service Ecosystemic Sangoma Postmodern Ecology Constructivism 616.89140715 Internship programs Psychologists -- Training of Tutors and training -- South Africa Psychotherapy -- Training of

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