Strong recent focus on unconscious processes has increased interest in subliminal stimulation and similar experimental technologies. Assumptions about the persistence of effects of unconscious stimulation are generally conservative, referring to seconds or minutes (Silverman, 1977; Velmans, 1991). In Study I, five experiments (N = 365) showed complex effects of unconscious stimulation ten days after subliminal exposure, implying that persistence estimates need reevaluation. Experimental stimuli were "mommy and I are one" (MIO) and "mommy and I are dissimilar" (MIDIS), and neutral control stimuli. Effects consisted of higher correlations between measures pertaining to the self-mother relationship and measures of psychological adjustment. These ethically problematic findings prompted investigation in Study II of whether debriefing information to participants could prevent persistent effects of subliminal stimuli, an issue not previously investigated. Two experiments (N=188) tested two kinds of information to participants following subliminal MIDIS or control stimulation. Results showed different persistent effects depending on participant sex. Simple information about the stimulus was effective in preventing these, but elaborate information describing the effects and mechanisms for them was not. The findings have implications for ethical recommendations for subliminal research, and suggest that this unexplored area requires more attention. In Study III, a theoretical account for the persistent effects is presented, based on unconscious activation of a relational schema containing goal motivation. Unless the goal is fulfilled or activation dissipates due to attributability or irrelevance of the goal, the activation will be maintained (motivated maintenance). Being unconscious, the influence results in automatic schematic processing of environmental cues, including perceptual, judgment, and behavioral biases. These in turn interactively maintain the activation of the schema (interactive maintenance). The discussion includes the conclusion that previous estimates of the persistence of unconscious stimulation effects need revision. Theoretical and empirical questions concerning the studies are discussed and ethical research implications are considered.

The theoretic part of my dissertation is devoted to the management by crisis and the integrated salvage system, their organization, single components and system of their management. Farther I occupy here with the chapter of supervision, namely with its function, course, role and position of supervisor and supervider. In the first part of my dissertation I mention a mediation and debriefing too as the possible options of supervision. The research objective in the practical part of my work is characterize the possibilities of a participation of supervisor or supervision into the system of the management by crisis. This part of my dissertation was worked up both by the quantitative and qualitative method. I have chosen data collection for the anonymous interrogatory. The workers of IZS in the South Bohemian Region formed the target group. 82 informants formed the total research set. The data processing was by the qualitative method by means of SWOT analysis. I surveyed two hypotheses. Hypothesis No.1 {--} The IZS workers have poor awareness of the supervision advantages and risk of its absence. In Hypothesis No.2 {--} I presumed that according to the IZS workers the supervision in the workplace is not important.

The aim of this study was to determine Accident and Emergency (A&E) nurses’ perceptions of a structured debriefing programme based on the model of SP Hattingh. Objectives of the research were to train A&E nurses as peer debriefers to be able to implement a structured debriefing programme, to then implement it and finally to determine the debriefed A&E nurses and debriefers’ perceptions of the structured debriefing programme. A contextual, explorative, descriptive research design, using qualitative methodology, was adopted. The population for this study was all registered nurses working in an A&E unit in a private hospital in Gauteng. Three main themes were identified, namely: positive aspects, negative aspects and recommendations for implementation. Recommendations were made to optimise the use of this programme in the future. / Dissertation (MCur (Clinical))--University of Pretoria, 2007. / Nursing Science / MCur / unrestricted

Introduction: Controversy exists in the simulation community as to the emotional and educational ramifications of mannequin death due to learner action or inaction. No theoretical framework to guide future investigations of learner actions currently exists. The purpose of our study was to generate a model of the learner experience of mannequin death using a mixed methods approach. Methods: The study consisted of an initial focus group phase composed of 11 learners who had previously experienced mannequin death due to action or inaction on the part of learners as defined by Leighton (Clin Simul Nurs. 2009;5(2):e59-e62). Transcripts were analyzed using grounded theory to generate a list of relevant themes that were further organized into a theoretical framework. With the use of this framework, a survey was generated and distributed to additional learners who had experienced mannequin death due to action or inaction. Results: were analyzed using a mixed methods approach. Results: Forty-one clinicians completed the survey. A correlation was found between the emotional experience of mannequin death and degree of presession anxiety (P < 0.001). Debriefing was found to significantly reduce negative emotion and enhance satisfaction. Sixty-nine percent of respondents indicated that mannequin death enhanced learning. These results were used to modify our framework. Conclusions: Using the previous approach, we created a model of the effect of mannequin death on the educational and psychological state of learners. We offer the final model as a guide to future research regarding the learner experience of mannequin death.

Health science faculty striving to be academically competitive can adopt debriefing after simulation-based activities to help transition occupational therapy and physical therapy students from classroom skills to clinical competence. The purpose of this qualitative study was to discover the perceptions and experiences of health science faculty during and after their adoption of debriefing after simulation-based activities. The theory of diffusion and experiential learning theory were used as a conceptual framework. The research questions related to the perceptions and experiences of faculty from their training sessions and implementing debriefing sessions after simulation-based activities in their courses and how these experiences related to their adoption of debriefing. A university-wide e-mail was used to recruit participants. Twelve participants who met the selection criteria of current employee, received debriefing training, and utilized debriefing in their courses volunteered. Virtual interviews, memo notes, and reflexive journaling were collected, analyzed, and coded to identify themes. The faculty's perceptions and experiences of learning were initially critical and skeptical; for trialing, faculty were nervous and awkward; for adopting and experimenting, faculty were curious to learn different techniques; and for overall perceptions, faculty felt debriefing was a valuable teaching style that increased student learning and performance. This study helps fill the gap and contributes to positive social change in health science academia by providing insights to innovative teaching strategies that promote improved clinical competence in health science students.

This research journey examines the process of co-creating, along with my co-travellers (research participants), a more holistic approach to trauma debriefing. Whilst incorporating elements of Mitchell's (1983) Critical Incidence Stress Debriefing model (C.I.S.D.), our point of difference has been to adopt a narrative pastoral approach. This was achieved by introducing spirituality and narrative therapy practices. Our research pathway has been further shaped by adopting a qualitative research approach within a postmodern, social construction discourse. My research curiosity was invited by both the mind, body and soul divide expressed in psychology; and the healing possibilities of spirituality I have witnessed in both my own and in the lives of others. While my co-travellers predominantly preferred to express their spirituality in terms of Christianity, our narrative pastoral approach to trauma debriefing is offered to people of all religious persuasions. / Practical Theology / M.Th. (with specialisation in Pastoral therapy)

This research journey examines the process of co-creating, along with my co-travellers (research participants), a more holistic approach to trauma debriefing. Whilst incorporating elements of Mitchell's (1983) Critical Incidence Stress Debriefing model (C.I.S.D.), our point of difference has been to adopt a narrative pastoral approach. This was achieved by introducing spirituality and narrative therapy practices. Our research pathway has been further shaped by adopting a qualitative research approach within a postmodern, social construction discourse. My research curiosity was invited by both the mind, body and soul divide expressed in psychology; and the healing possibilities of spirituality I have witnessed in both my own and in the lives of others. While my co-travellers predominantly preferred to express their spirituality in terms of Christianity, our narrative pastoral approach to trauma debriefing is offered to people of all religious persuasions. / Philosophy, Practical and Systematic Theology / M.Th. (with specialisation in Pastoral therapy)

Increasing violence in the work environment created a need for an effective intervention to debrief traumatised workers. The aim of this study is to compile a profile of an effective trauma debriefer that can be used as a criterion for the selection of trauma debriefers. The task description of the trauma debriefer is based on the literature studied. The profile of the trauma debriefer was compiled using the characteristics of a self-actualised person, as described by the Humanism, as well as the skills based on Ivey's Microskills Hierarchy Model. Structured, non-directive interviews were conducted with five experts on the training of trauma debriefers. A qualitative analysis was made of the interviews, based on the personality characteristics and skills identified in the literature. A profile of an effective trauma debriefer that can be used as criterion during the selection of trauma debriefers, was compiled. Conclusions and recommendations were made and limitations were identified. / Toenemende geweld in die werksomgewing het gelei tot 'n behoefte aan 'n koste- effektiewe intervensie vir die ontlonting van getraumatiseerde vverkers. Die doei van die navorsing is die samestelling van 'n profiel van 'n effektiewe traumaontlonter, ten einde die profiel as kriterium vir die keuring van traumaontlonters te gebruik. Die taakbeskrywing van 'n traumaontlonter, gebaseer op relevante literatuur, is opgestel. Die profiel van 'n effektiewe traumaontlonter is aan die hand van die persoonlikheidskenmerke van die selfaktualiserende persoon, soos vervat in die Humanism©, en die vaardighede, gebaseer op Ivey se Mikrovaardighede Hierargiese Model, saamgestel. Gerigte, nie-direktiewe onderhoude is met vyf kundiges op die gebied van opleiding van traumaontlonters, gevoer. Die onderhoude is kwalitatief ontleed aan die hand van die persoonlikheidskenmerke en vaardighede vanuit die literatuur. 'n Profiel, wat as kriterium vir die keuring van effektiewe traumaontlonters gebruik kan word, is saamgestel. Gevolgtrekkings en aanbevelings is gemaak en beperkinge is geidentifiseer. / Summaries in English and Afrikaans / Industrial & Organisational Psychology / M.A. (Industrial Psychology)

The purpose of this study is to tell the story of lay trauma counsellors - how the work they do affects them, what helps them to cope and what hinders their coping. The epistemological framework of this study is constructivism. This study involved in-depth interviews with three lay trauma counsellors from different cultural backgrounds who counselled for a minimum of one year. Hermeneutics was the method used to analyse the data. The stories of participants were recounted through the researcher&#8217;s lens in the form of specific themes that emerged for individual participants. Recurring themes evident in the stories of all three participants were discussed and compared with the literature. The information gleaned could be valuable to organisations considering setting up lay trauma programmes, to those with established programmes, as well as to prospective and experienced lay counsellors. / Psychology / M.A. (Psychology)

Reflection is an important team learning activity, allowing team members to process feedback and to learn from experiences. Debriefing methods such as the After Action Review (AAR), proved to increase learning, can be used to guide teams through the process of reflection. This thesis, commissioned by the Creating Collaborative Resilience Awareness, Analysis and Action for Finance, Food and Fuel Systems in INteractive Games (CCRAAAFFFTING) project, aims to investigating how current post-exercise discussions within the CCRAAAFFFTING project support reflection and whether or not AAR could be implemented. This study used an explorative, semi-experimental research design, containing two conditions - the current post-exercise discussions (condition 1) and AAR’s (condition 2). Data was collected through observations and questionnaires. Due to issues regarding validity, data from questionnaires given to participants, as well as comparisons of participants' subjective experiences between the two conditions, could not be used to provide any support for choosing one post-exercise discussion over the other. However, observations showed that the current post-exercise discussion did not support reflection, thus, making it beneficial to implement AAR. Proper implementation of AAR could not only support team learning, but also organizational learning by facilitating the transference of knowledge back to participants home organizations. This transferred knowledge, if used right by the organizations, could help increased resilience. However, AAR cannot simply be implemented, and this thesis concludes with a list of identified recommendations.