A critical review of the literature shows little evidence of the benefits of counselling for people infected with the HTV virus and rigorous follow-up studies are generally lacking. Authors reviewed in the literature urge the need for training in counselling. However, whether counseling training is a necessity in the context of HFV/AIDS is debatable as no evidence has yet suggested that trained counsellors are more effective than untrained ones. Therefore, it is necessary to know-how counsellors perceive their role in relation to people with HTV/AIDS. It is also essential to know what skills and training they regard as necessary for working with this group of clients. This thesis reports the results of two separate studies. Twelve questionnaires were returned and 3 interviews were conducted in the preliminary study among a small sample of people responsible for counselling women with HTV/AIDS. The results demonstrated that most counselling for this group of clients was not carried out by trained counsellors. It was concluded that counselling was not a central response to those clients. Acknowledgement of the limitations of this preliminary’ study led to the main study which was conducted among experienced and student counsellors on the perceptions of their role in working with people with HTV/AIDS.A number of significant differences were found between the perceptions of 30 experienced counsellors and 46 students in the questionnaire survey of the main study. However, experienced counsellors did not appear to feel better prepared than students in working with people with HIV/AIDS. Inconsistent results were found which suggested no agreement about whether counselling for people with HIV/AIDS required different skills and training to counselling other groups of clients. Furthermore, inconsistency between responses to different questions suggested that although respondents acknowledged a role in reducing the spread of HIV infection, they had not adequately thought through the implications of this for their counselling practice. The implications for counsellor training and supervision were discussed.

Occupational risk management can be a catalyst in generating superior returns for all stakeholders on a sustainable basis. A number of companies in South Africa have implemented Cardinal Rules of Safety adopted from international companies to ensure the safety of their employees. The purpose of this study was to measure the impact of the cardinal rules on employee safety behaviour implemented at power stations in Mpumalanga. The empirical study was done by using a questionnaire as measuring instrument. The questionnaire was developed from a literature review and contains questions and items relevant to the initial research problem. The questionnaire comprised of five–point Likert scale type questions.The convenience sampling method was applied identifying 90 participants at three different power stations in Mpumalanga taking part in the study. Statistical analysis was performed by the Statistical Consulting Service of the North–West University using SPSS. Cronbach’s alpha co–efficients was used to determine the reliability of the factors. Descriptive statistics (Mean, standard, deviation, were used in the compiling of the profile of the results. While Spearman’s rho correlation coefficient was calculated to identify practically significant associations between variables and factors The research findings suggest that there is practical significant correlation between the factors that were measured. The opinion given by respondents suggests that cardinal rules of safety were implemented, given all the necessary support by management and enforced throughout the organisation. / Thesis (MBA)--North-West University, Potchefstroom Campus, 2012.

Occupational risk management can be a catalyst in generating superior returns for all stakeholders on a sustainable basis. A number of companies in South Africa have implemented Cardinal Rules of Safety adopted from international companies to ensure the safety of their employees. The purpose of this study was to measure the impact of the cardinal rules on employee safety behaviour implemented at power stations in Mpumalanga. The empirical study was done by using a questionnaire as measuring instrument. The questionnaire was developed from a literature review and contains questions and items relevant to the initial research problem. The questionnaire comprised of five–point Likert scale type questions.The convenience sampling method was applied identifying 90 participants at three different power stations in Mpumalanga taking part in the study. Statistical analysis was performed by the Statistical Consulting Service of the North–West University using SPSS. Cronbach’s alpha co–efficients was used to determine the reliability of the factors. Descriptive statistics (Mean, standard, deviation, were used in the compiling of the profile of the results. While Spearman’s rho correlation coefficient was calculated to identify practically significant associations between variables and factors The research findings suggest that there is practical significant correlation between the factors that were measured. The opinion given by respondents suggests that cardinal rules of safety were implemented, given all the necessary support by management and enforced throughout the organisation. / Thesis (MBA)--North-West University, Potchefstroom Campus, 2012.

Thesis advisor: Janet E. Helms / Training racial/ethnic minorities, or people of Color (POC), to provide culturally competent mental health care has gained increasing significance in counselor education and applied psychology programs in the past 30 years. From a developmental perspective, race may be the most salient psychosocial lens through which POC trainees perceive and experience professional training; multicultural supervision might be the primary mode for developing their cultural competence. However, supervision may not sufficiently attend to POC trainees' race-related characteristics. To better understand the possible influence of POC trainees' racial psychosocial development and experiences of multicultural supervision on their competence in counseling clients of Color, the present study examined relationships among POC trainees' racial identity attitudes, perceptions of multicultural supervision, and self-reported multicultural counseling competencies. POC trainees (N = 203) from clinical, counseling, and school psychology programs, who had completed at least one semester of therapy supervision, completed a sociodemographic questionnaire, the People of Color Racial Identity Attitudes Scale (Helms, 2011), the Multicultural Supervision Competencies Questionnaire (Wong & Wong, 1999), and the Multicultural Counseling Inventory (Sodowsky et al., 1994). Canonical correlation and regression analyses were used to investigate relationships among the variables. The canonical correlation analyses revealed three statistically significant patterns: (a) "Competent Internalization," wherein trainees reported positive relationships between self-actualizing racial identity attitudes (i.e., Internalization) and multicultural counseling competencies; (b) "Racially Ambivalent Relationships" characterized trainees endorsing low levels of Dissonant and Immersion/Resistance racial identity and increased competence in managing racial/cultural dynamics in counseling relationships; and (c) "Supervision Incompetence," characterized by POC trainees rating supervisors' cultural competence and their own multicultural knowledge, awareness, and skills competencies as low. Two multiple regression analyses indicated that only Internalization racial identity attitudes uniquely contributed to predicting trainees' perceptions of supervisors' cultural competence. Results were discussed with respect to how supervisors might utilize Helms's (1995) racial identity theory in multicultural supervision to assess and promote racial identity development and enhanced multicultural counseling competencies. Methodological limitations of the study and implications for research and practice are discussed. / Thesis (PhD) — Boston College, 2012. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental, and Educational Psychology.

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This research builds upon and explores an enigmatic set of experiences which theorists in the Object Relations tradition have characterised as regression to dependence, a return to a primitive, pre-verbal relational process presenting in some clients in psychotherapy. This research is a study of the concept of regression to dependence, its manifestation within the psychotherapy process, and facilitation within the therapeutic relationship. The Psychoanalytic theoretical positions on regression to dependence are explored, together with the Relational/Developmental perspective which recognises regression and its importance within psychotherapy. This exploration seeks to understand the experience of regression to dependence, how regression to dependence can be effectively worked within Integrative Psychotherapy, and makes recommendations for Integrative practitioners and theorists related to effective facilitation of clients, showing how the Relational/Developmental approach can effect repair. The study employs a qualitative methodology. A heuristic study was undertaken in which eleven practicing psychotherapists were interviewed and data was collected via semi-structured interviews. Most participants were interviewed twice, with a view to collecting data on both their personal experience as a client in psychotherapy and also their experiences as practitioners when working with clients who were experiencing regression to dependence. The transcripts from these interviews were analysed for emergent themes. The themes are discussed in the context of and with reference to the Psychoanalytic theoretical position and the Relational/Developmental perspective. An account is offered of how these experiences have come to be understood as recollecting difficulties in early infantile relationships. Reflections are made on the essence and qualities of a therapy that can facilitate regression to dependence in order to promote healing. Recommendations are made for the practice of Integrative Psychotherapy and the training of Integrative Psychotherapists in order to prepare them for this work. These recommendations for therapists include; having sufficient preparation, knowledge and understanding to be able to recognise and work with a regressive process emerging in the client; having an understanding of the need to facilitate this process for some clients; and to be aware of the need for particular adaptations in the therapeutic stance in some circumstances, and the difficulties which may arise. Recommendations are also offered regarding the support needed for the therapist whilst working with this process, which include the need for ongoing personal therapy, and supervision. The researcher’s personal story is an intrinsic part of the research, and as an integral part of this study is in accordance with the heuristic and autoethnographic styles, and with the practice of Integrative Psychotherapy, where the use of self is seen as a crucial clinical tool in the therapeutic process. Throughout this study reflexivity has been used regarding the personal experiences of the researcher as client, therapist and researcher.

Thesis (MPhil)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Background - Student nurses indicated that the clinical environment was not conducive to learning because they were part of the ward staff ratio and clinical supervision was inadequate. Upon observations by the researcher and feedback from student nurses’ a study was planned to identify the clinical experiences and supervision. The study itself was conducted within private health care settings in the Western Cape Province of South Africa. Objectives - The objective of this study was to determine the experiences of student nurses of the clinical learning environment. To also identify the support and clinical supervision that the student nurses received from ward staff, clinical facilitators and lecturers. Methods and analysis - The CLES+T is a reliable and valid evaluation scale for the gathering of information on the clinical learning environment and supervision of student nurses. The CLES+T evaluation scale was completed by 234 student nurses within the selected sites. A quantitative, descriptive cross-sectional survey was conducted by making use of the CLES+T evaluation scale. The CLES+T evaluation scale is subdivided into three main sections with additional sub-sections: (1) the Learning environment, (2) the Supervisory relationship and (3) the Role of the nurse teacher (lecturer). Results - The clinical learning environment was experienced as mostly positive by the student nurses; however the format and type of clinical accompaniment and supervision students received varied. Conclusion - This study gave valuable insights into the status of the clinical learning environment, the clinical accompaniment and supervision of student nurses which can be useful to the nursing school in order to enhance existing nursing programmes.