Thesis advisor: David L. Blustein / Drawing upon their professional history embracing a social justice perspective in psychology, counseling psychologists have made substantial attempts to adopt social justice advocacy roles in research, practice, and training. Responding to social justice-oriented scholars’ call to promote mental health by creating positive social change, counseling psychology training programs across the United States have integrated principles of social justice work into the training of future counseling psychologists since the early 2000s. While previous literature has provided thought-provoking discussions on conceptual aspects of social justice advocacy as well as advocacy training, these studies mostly reflected the voices of psychologists in academia; therefore, advocacy work of those in clinical practice has been neglected. In addition, practical outcomes of social justice training in counseling psychology have not received enough scholarly attention. In an attempt to address these concerns, the present study has utilized a qualitative research methodology to explore the advocacy experiences of licensed clinicians who were trained in social justice-oriented counseling psychology doctoral programs. Specifically, I have employed a narrative inquiry method to analyze the interviews with 11 counseling psychologists across the United States. Using critical psychology as the theoretical framework of this study, interviews focused on participants’ personal and professional narratives, training experiences, and the factors that affect their engagement in advocacy roles in clinical work. In addition to the inspiring ways of advocacy in psychological practice, narratives of the participants depicted resources and challenges regarding incorporating an advocacy agenda into clinical practice. These factors have significantly shaped participants’ involvement in advocacy, indicating that counseling psychologists continue to grapple with systemic barriers which at times limit their advocacy actions— particularly macro-level advocacy. Implications for social justice research, practice, and training in counseling psychology are discussed. / Thesis (PhD) — Boston College, 2015. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.

Made available in DSpace on 2016-04-28T20:38:10Z (GMT). No. of bitstreams: 1 Alice Mccaffrey Busnardo.pdf: 1054727 bytes, checksum: e2ef9a2dc70df91263e818dde1806906 (MD5) Previous issue date: 2012-06-01 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / was to verify and discuss the correlation between the concept of creativity, coined by the pediatrician and psychoanalyst Donald Woods Winnicott, and the exercise of psychoanalytic clinical activity. To this end, in a type of contextualization, and always taking in consideration the premise of the author that every human being has an innate tendency for maturation and a creative potential also innate , the connection among the diverse stages of human emotional maturation and their respective creative processes was sought (given the fact that each stage of growth, the potential and its creative expression develop in a specific manner). Subsequently, what we refer to as the psychopathology of creativity was conceived and described; in other words, in the case of problems during the course of development, essentially derived from an insufficiency in the environment, the way in which creative realizations are attained, and which psychic disturbances may appear associated with such complications, were investigated. As far as the clinic is concerned, certain elements that make up the analytic attitude of Winnicott focalizing on the way they appear intrinsically linked to the notion of creativity adopted by the author were presented. Lastly, as an illustration, a clinical session realized by Winnicott is discussed, in which the articulation of the concept of creativity is quite evident. It seemed to us essential to try to comprehend more and more how this author structured his theory a theory constructed in response to practical problems of the clinic in order to better meet the necessities of the care given to those who have their lives limited by psychic impediment. This concern seemed to bring together, at the same time, the objective and the relevance of this investigation. Psychic disturbances affect numberless people. The psychoanalytic clinic suggested a way of treatment. We consider that the winnicottian psychoanalytic clinic points to directions that have shown themselves to be elucidative and of relevant and practical repercussion. In the case of the specific theme of this study, the investigation of the fundamental concept of creativity seemed to be of great interest for the indication of clinical directions. Having verified and discussed the connection between Winnicott s concept of creativity and the action of the psychoanalyst, this research project attempted to find ways in which to better reflect and act in the environment of the psychoanalytic clinic, while also taking on the risk of the intention of proposing questions for debate among those who dedicate themselves to the treatment of psychologically ill persons / Este trabalho teve como intenção fundamental a realização de uma investigação que pretendeu averiguar e discutir a correlação entre o conceito de criatividade, cunhado pelo pediatra e psicanalista Donald Woods Winnicott, e o exercício da atividade clínica psicanalítica. Para tanto, numa espécie de contextualização, e sempre levando-se em conta a premissa do autor de que todo ser humano possui uma tendência inata ao amadurecimento e um potencial criativo também inato, procurou-se explicitar a ligação entre os diferentes estágios do amadurecimento emocional humano e os respectivos processos criativos, uma vez que em cada etapa do crescimento, o potencial e a expressão criativa desenvolvem-se de maneira específica. Em seqüência, foi descrito o que denominou-se psicopatologia da criatividade; ou seja, no caso de haver problemas no percurso de crescimento, essencialmente derivados de uma insuficiente provisão ambiental, de que modo as realizações criativas são atingidas e que distúrbios psíquicos podem vir associados a tais complicações. No que diz respeito à clínica, foram apresentados alguns elementos que compõem a atitude analítica winnicottiana, focalizando de que maneira eles parecem intrinsecamente vinculados à noção de criatividade sugerida pelo autor. Ao final, a título de ilustração, foi discutido um atendimento realizado por Winnicott, no qual é bastante reconhecível a articulação com a concepção de criatividade. Procurar compreender cada vez mais e melhor como este autor estruturou sua teoria teoria construída em resposta a problemas práticos da clínica pareceu-nos essencial no alcance da intenção de melhor corresponder aos cuidados necessários àqueles que têm sua vida limitada pelo adoecimento psíquico. Nisto reuniu-se, ao mesmo tempo, o objetivo e a relevância desta investigação. O distúrbio psíquico impõe-se a um sem número de pessoas. A clínica psicanalítica sugeriu um meio de tratamento. Consideramos que a clínica psicanalítica winnicottiana aponta caminhos que têm se mostrado elucidativos e de repercussão prática relevante. No caso do tema específico desta pesquisa, o estudo do conceito fundamental de criatividade, pareceu em muito auxiliar na indicação de direções clínicas. Tendo sido constatada e discutida a vinculação entre o conceito winnicottiano de criatividade e a atuação do psicanalista, esta pesquisa procurou encontrar subsídios para melhor refletir e atuar no âmbito da clínica psicanalítica, além de também arriscar-se na intenção de propor questões para o debate entre aqueles que se dedicam ao tratamento de pessoas psicologicamente enfermas

Made available in DSpace on 2015-03-05T19:35:30Z (GMT). No. of bitstreams: 0 Previous issue date: 26 / Nenhuma / O tema honorário na prática clínica é parte constituinte da relação psicoterapêutica e revela-se um importante aspecto para o andamento da psicoterapia. Entretanto, este tema é pouco mencionado na literatura nacional e internacional. Esta dissertação aborda a percepção dos honorários na prática clínica por psicoterapeutas e compreende quatro seções, sendo um relatório de pesquisa, um artigo teórico, um artigo empírico e a conclusão. A investigação visou o entendimento do tema honorários nas linhas teóricas da Abordagem Centrada na Pessoa, da Psicoterapia de Orientação Psicanalítica e da Terapia Cognitiva Comportamental. O método utilizado foi o do delineamento exploratório, de caráter qualitativo. Foram entrevistados 12 psicólogas e um psicólogo atuando em psicologia clínica e para a apreciação das entrevistas empregou-se a análise de conteúdo. Objetivou-se analisar a compreensão do processo da cobrança de honorários, o significado do pagamento pelo cliente na prática clínica de psicoterapeutas e averigua / The fees theme in the clinical practice is part of the psychotherapeutic relation and reveals itself an important aspect for the psychotherapy course. However, this theme is little investigated in national and international literature. This dissertation focuses on the fees perception in the clinical practice by psychotherapists and comprehends a research report, a theoretical article and an empiric article. The aim of this investigation was the understanding of the fee’ theme in the following theoretical lines: Approach Centered in the Person, Psychotherapy of Analytic Orientation and Behavioral Cognitive Therapy. The research method was exploratory and qualitative. Twelve female and one male clinical psychologists were interviewed. Data were analyzed by content analysis. The aims were to analyze the comprehension of fees’ charge process, the meaning of payment by the client in the clinical practice of psychotherapists and to investigate how the professionals apprehend, in their clinical formation, the lea

Nurse academics are constantly facing new challenges from governmental and professional groups calling for the preparation of students to be able to work with increasing complex patient cases at a time of reduction in clinical placements (NMC, 2010a and b). Simulation is a method that has been embraced, by some, for preparing for these challenges, with the potential to escalate student skills and knowledge in a meaningful way (Benner, 1984). The aim of this study was to explore and make explicit the characteristics that make simulation effective within nurse education. An explorative, qualitative case study was chosen to collect spoken data from twenty-four participants through focus groups. Participants included both students undertaking nurse training, and academics involved in the delivery of simulation. Content analysis facilitated exploration of each participant's contribution resulting in the emergence and construction of three themes (Creswell, 2007; Polit and Beck, 2014). 1. The approaches that academics use to integrate simulation into the curriculum; 2. The influences and decisions academics make to deliver simulationbased education, and their impact upon the student learning experience; 3. Evidence for the transference of skills to the realities of clinical practice. A conceptual framework has been developed and presented through the data analysis process (Saldana, 2012), which has culminated in the presentation of a unique model for 'Developing Simulation Practice in Nurse Education' (DSPiNE). The model relates to two key processes derived both during and following simulation activities (1) the preparedness for clinical practice, described as the process whereby the student gains insight into their current practice abilities; and (2) the transference to clinical practice, described as the process whereby the student gains insight into their readiness for future practice requirements. This study concludes that purposeful positive behavioural change could be achieved with the implementation of the DSPiNE model within nurse education.

Made available in DSpace on 2016-04-28T20:38:55Z (GMT). No. of bitstreams: 1 Lucelia dos Santos Zamborlini.pdf: 253788 bytes, checksum: 305369fc7e8dbbfe65c9c30bda74d6ac (MD5) Previous issue date: 2014-08-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The body and other landscapes: fragments from a clinical practice in process is a cartography of clinical work from the perspective of body psychotherapy. Using fragments taken from my clinical notes, I investigate and elaborate upon questions regarding proposed interventions, analyzing their effects, not only with the patients but also with the therapist who is building a clinical practice / O corpo e outras paisagens: fragmentos de uma clínica em construção é uma cartografia de um trabalho clínico na perspectiva da psicoterapia corporal. A partir de fragmentos extraídos de meu diário de campo, articulo conceitos e elaboro questões acerca das intervenções propostas, analisando os efeitos das mesmas não apenas junto aos pacientes mas também junto ao terapeuta em processo de construção

SLPs’clinical decisions are ideally grounded in evidence. However, it typically takes more than a decade for evidence-based recommendations to be implemented. This seminar will examine how three concepts: knowledge translation (KT), evidence-based practice (EBP), and practice-based evidence (PBE) can be understood and used to narrow the knowledge-to-action gap.

Background: By 2050, it is estimated that 14 million older Americans will live with Alzheimer’s disease (AD), a progressive form of dementia with unknown cause or cure. Persons with AD and related dementias (ADRD) become increasingly dependent on others as they experience cognitive decline, which concomitantly undermines individuals’ functional skills, social initiative, and quality of life. The Alzheimer’s Association advocates for interventions that address cognition, mood, behavior, social engagement, and by extension, quality of life – goals music therapists often address. Although a small but growing body of literature suggests that clinical music therapy may be effective, the evidentiary support for the use and appropriate application of music as a form of treatment with this population is currently limited. Objectives: This thesis consisted of the development of a Clinical Practice Model of music therapy for persons with ADRD. It also examined the effectiveness of a specific, protocol-based music therapy intervention, grounded in this model, relative to a verbal discussion activity. Methods: The Clinical Practice Model is theoretically grounded in the biopsychosocial model of healthcare (Engel, 1980) and Kitwood’s (1997) personhood framework, and I developed it through extensive literature review and expert input. It includes an organizational schema for applying intervention strategies, per six themes: cognition, attention, familiarity, audibility, structure, and autonomy. The initial model predicts that an intervention built upon this schema will influence social-affective responses, quality of life, and in turn, psychosocial symptoms of ADRD. I tested a singing-based music therapy intervention, grounded in this model, through a randomized clinical crossover trial. I compared participants’ responses to music therapy to a non-music verbal discussion activity, and both conditions followed a protocol. Dependent variables included: (1) affective responses (self-reported feelings, observed emotions, and observed mood), (2) social engagement, and (3) observed quality of life. Thirty-two individuals with ADRD (n = 6 men, n = 26 women) ages 65-97 years old (μ̂ = 84.13) participated in this study. I randomly assigned treatment order; each treatment occurred in small-group format, three times per week in the afternoon (25 minutes each session), for two consecutive weeks. A two-week “wash-out” period occurred between conditions. Credentialed music therapists led both study conditions. This study followed recommendations from the National Institutes of Health Behavior Change Consortium (Bellg et al., 2004) to enhance quality assurance in protocol administration and data collection. Results and Significance: I used a linear mixed model approach to analysis. Music therapy exacted a significant, positive effect on self-reported feelings, observed emotions, and constructive engagement, particularly for individuals with moderate dementia. Results also suggested that men’s feelings improved in response to music therapy only, whereas women responded positively to both conditions. Weekly observations failed to indicate a significant change in mood or quality of life across the eight-week study. Based on these findings, I revised the Clinical Practice Model to include wellbeing (an outcome more concordant with psychosocial change in response to music intervention) rather than global quality of life (affected by numerous aspects of the care milieu). In addition to the Clinical Practice Model to the music therapy profession, contributions of this thesis include a rigorous clinical study and practical implications for music therapy practice, including the importance of considering patient characteristics and careful selection and implementation of music in a music therapy intervention.

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