The scientist-practitioner model has been widely espoused as the optimum model of professional training and practice for clinical psychologists and increasingly, the related professions of counselling psychology and counselling. However, it has also proved to be contentious regarding the extent to which it reflects or informs the realities of professional practice. This debate has taken on a new meaning in the current health care climate with the increasing emphasis on using research to achieve evidence-based practice'. This study explores clinical psychologists', counselling psychologists' and counsellors' beliefs about the scientist-practitioner model. Key themes relevant to this, and the related areas of theory, research and clinical formulation, were identified through in-depth, qualitative interviews and then tested further by using a survey instrument devised to reflect these themes. The results suggested differences between the professional groups in beliefs about research and the scientist-practitioner model and also indicated the influence of work setting. Differences in idiosyncratic definition of the scientist-practitioner model also emerged, which appeared to be related to beliefs about its value. Implications for training and professional practice are discussed and the contribution of the study to the existing literature and wider debate are reviewed.

The purpose of this study was to explore the nature and process of supervision of occupational therapists as it occurs in New Zealand. There has recently been an increased focus on supervision by the profession. This study is therefore timely in seeking to describe the phenomenon of supervision. The study had eleven participants with some of the participants agreeing to be interviewed in both capacities those of supervisee and supervisor; this resulted in interviews with eight supervisees and five supervisors. Grounded theory was chosen as the methodology for the study. This methodology ensures that the voices of the participants are heard and that the study remains focused on their understandings and the meanings that they make of the process of supervision. Grounded theory allows for the generation of a conceptual model of the experience. By using the constant comparative method of data analysis a core concept of participating in supervision emerged.Participating in supervision describes a process that is heavily dependent on the quality of the supervisory relationship. It identifies the factors that bring supervisees to supervision and places emphasis on supervisory relationships that allow supervisees to explore the concept of me as a therapist. It highlights the benefits in therapists gaining an understanding of the wider picture in which they practice. It emphasises the significance of contextual factors such as supervision contracts and training, and highlights the issues raised by the type of power the supervisor holds. Positional power was seen by participants to be detrimental to the outcome of supervision whereas social power was seen to empower supervisees and allow a deeper relationship to develop. The trust in such relationships enabled issues to be raised without fear of consequence, or threat to competence. Supervisors were tasked to build on supervisees' strengths but to also challenge supervisees' actions and plans.Supervisees entered supervision believing that they would grow as therapists. For some this was possible and they were able to make the most of supervision. Supervision gave them a safe place to go and to explore what was happening, it was affirming. It empowered them to integrate knowledge, skills and behaviours such that they came away with insights. Importantly supervisees felt inspired. For others, poor relationships and structures resulted in guarding. They felt the need to protect themselves and they began fighting shy of supervision. There was obvious avoidance and frustration with supervision. This study takes us a step closer to understanding the place and value of supervision in occupational therapy in New Zealand.

No description available.

There is no abstract available for this thesis.

This thesis is an enquiry into the psychoanalytic concept of transference. The `transference' refers to a particular kind of relationship that a patient develops towards his therapist and is found, to a greater or lesser degree, in all psychotherapeutic encounters. Psychoanalysis claims that its understanding and handling of the transference relationship provides an unrivalled access into the unconscious mind. Using an historical approach, I examine the pre-history of psychoanalysis from Mesmer to Freud. I then look at the subsequent development within psychoanalysis up to the present, as represented by the school of psychoanalysis known as Object Relations (OR). What I set out to demonstrate, through a critical examination of the psychoanalytic literature, is that the concept of transference does not achieve the epistemological breakthrough for psychoanalysis that is claimed. Firstly I show that the observation connecting transference with the unconscious is by no means a new idea. This connection had already been noted in relation to the concept of the `rapport' developed by Mesmer and his followers some 150 years prior to the advent of psychoanalysis. Secondly I show that the explanation that psychoanalysis gives in terms of the `unconscious phantasies' said to underlie transference, is mistaken. I show that both the formation of transference in terms of ideas about the therapist, and the psychoanalytic interpretation of these ideas in terms of `unconscious phantasy', in fact deny the real nature of the unconscious. This leads me to the development of my central argument against psychoanalysis. Firstly I argue that the real nature of the unconscious is structured around affectivity not ideas. Secondly, I argue that because psychoanalysis misunderstands the real nature of the unconscious, its therapeutic method offers no significant advantage over hypnosis, out of which it directly developed.

Video presents ten simulated clinical problems. The tape may be stopped so that questions can be answered. / Thesis (MAppSci in Physiotherapy) -- University of South Australia, 1992

The purpose of this study was to explore the nature and process of supervision of occupational therapists as it occurs in New Zealand. There has recently been an increased focus on supervision by the profession. This study is therefore timely in seeking to describe the phenomenon of supervision. The study had eleven participants with some of the participants agreeing to be interviewed in both capacities those of supervisee and supervisor; this resulted in interviews with eight supervisees and five supervisors. Grounded theory was chosen as the methodology for the study. This methodology ensures that the voices of the participants are heard and that the study remains focused on their understandings and the meanings that they make of the process of supervision. Grounded theory allows for the generation of a conceptual model of the experience. By using the constant comparative method of data analysis a core concept of participating in supervision emerged.Participating in supervision describes a process that is heavily dependent on the quality of the supervisory relationship. It identifies the factors that bring supervisees to supervision and places emphasis on supervisory relationships that allow supervisees to explore the concept of me as a therapist. It highlights the benefits in therapists gaining an understanding of the wider picture in which they practice. It emphasises the significance of contextual factors such as supervision contracts and training, and highlights the issues raised by the type of power the supervisor holds. Positional power was seen by participants to be detrimental to the outcome of supervision whereas social power was seen to empower supervisees and allow a deeper relationship to develop. The trust in such relationships enabled issues to be raised without fear of consequence, or threat to competence. Supervisors were tasked to build on supervisees' strengths but to also challenge supervisees' actions and plans.Supervisees entered supervision believing that they would grow as therapists. For some this was possible and they were able to make the most of supervision. Supervision gave them a safe place to go and to explore what was happening, it was affirming. It empowered them to integrate knowledge, skills and behaviours such that they came away with insights. Importantly supervisees felt inspired. For others, poor relationships and structures resulted in guarding. They felt the need to protect themselves and they began fighting shy of supervision. There was obvious avoidance and frustration with supervision. This study takes us a step closer to understanding the place and value of supervision in occupational therapy in New Zealand.

Thesis (B.A.)--Haverford College, Dept. of Psychology, 2008. / Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 1998. / Title from document title page. Document formatted into pages; contains viii, 148 p. "December 4, 1998." Vita. Includes abstract. Includes bibliographical references (p. 124-139).

Thesis (MHSc--Health Science) -- AUT University, 2007. / Includes bibliographical references. Also held in print (xi, 145 leaves : ill. ; 30 cm.) in North Shore Campus Theses Collection (T 615.82 DUN)