Published Article / The paper reports on the findings of a study that investigated the impact of leadership and management on the construction of professional identity of teacher trainees. The writer argues that the overall leadership and management of the host schools, where student teachers do experiential training (teaching practice), has an impact on the construction of their professional identity. The host schools provide different learning experiences (environment) which may either enhance or hinder the development of a positive professional identity. A questionnaire comprising of open-ended questions was administered to 40 teacher trainees at the School of Teacher Education, Central University of Technology, Free State. The students had just return from a six-month period of experiential training. The aim of the questionnaire was to examine their views on their experiences and expectations of the teaching practice, and whether or not the leadership and management of the school has had an impact on the construction of their professional identity. The findings revealed that a supportive and enabling environment within the host school provided a good learning experience and consequently enhanced the development of a positive professional identity whereas a non-welcoming and threatening environment had the opposite effect. Suggestions and recommendations for providing a supportive and enabling environment for all students are made.

Counseling psychology doctoral trainees’ satisfaction with their clinical methods training is an important predictor of their self-efficacy as counselors, persistence in graduate programs, and probability of practicing psychotherapy in their careers (Fernando &Hulse-Killacky, 2005; Hadjipavlou &Ogrodniczuk, 2007; Morton &;Worthley, 1995). Much of the extant literature related to assessing psychology graduate students’ satisfaction with their training has focused on supervision processes and has not adequately assessed other elements of training such as coursework, clinical experiences, and the learning contexts of practicum sites and program settings. Additionally, the available research is largely quantitative data based on geographically restricted samples that does not adequately explain reasons for trainees’ satisfaction or dissatisfaction. The purpose of the present study was to broadly identify factors that contribute to counseling psychology doctoral students’ satisfaction with their clinical methods training in coursework, clinical experiences, supervision, and practicum and program contexts. Eight advanced doctoral trainees from APA-accredited programs in counseling psychology were interviewed about their satisfaction with their training experiences. Data was analyzed using Consensual Qualitative Research (Hill, 2012). Results indicated that trainees generally entered programs with broad/unclear expectations, but some identified preferences for practicum settings, developing clinical skills, learning approaches to psychotherapy, and training in multicultural competence. Participants expressed higher satisfaction with courses that included multicultural content, training in theoretical approaches to therapy, and clinically-applicable content using teaching methods that included combining lecture with dialogue and experiential exercises. Diversity in clients’ demographics, presenting concerns, therapeutic modalities, and distress levels contributed to higher satisfaction with clinical experiences. Additionally, participants expressed their value for the opportunity to accrue client contact towards internship requirements. Strong supervisory relationships were most frequently identified as contributing to participants’ satisfaction with supervision. Participants expressed highest satisfaction with supervisors who conveyed care and support; were respectful, invested, competent, and experienced; provided new learning and feedback; and demonstrated multicultural competence. Practicum sites which provided an appropriate balance of training and clinical work, met trainees’ expectations for developmentally-appropriate training and clinical experiences, and fostered positive relationships between trainees and competent, invested staff members were described to produce highest satisfaction. Participants also expressed highest satisfaction when they had open, safe interpersonal relationships with faculty and felt secure in their ability to secure practicum placements in a range of settings. All participants stated they would feel more satisfied with their programs if more courses were available, but opinions varied as to the type of additional training desired. Findings are considered from the perspective of experiential learning theory (Kolb, 1984) and situated learning theory (Lave &Wenger, 1991). Implications for program faculty, practicum staff, and future research are discussed.

This study seeks to explore students’ subjective and collective experience of an experiential family therapy module within the Clinical Psychology Masters training programme. It looks at the perceptions of nine trainee therapists who used genograms and family sculpting to present their family of origin. The study takes place after the completion of the practical internship year with the purpose of exploring relevant emotional, cognitive, social and therapeutic effects of this module. A literature survey reveals that the use of genograms and family sculpting during training has received little research interest as most studies have primarily focused on their use during therapy with clients and in supervision. There is a scarcity of literature available that pertains directly to psychologists themselves and their wider social context. An exploratory review has been made to supplement the literature and pertains to experiential programmes in training in general and the psychologist’s self in training. The epistemology that directs this research falls within a postmodern frame. The experience is viewed from within the broad systems perspective. This approach acknowledges the dynamic and recursive interactions which occur between and within systems, and permits a broad perspective to be taken that is inclusive rather than exclusive. A qualitative research design was selected as it lends itself particularly well to the study of the ‘lived realities’ of people within their context and allows the information gained from the study to guide the research process. Semi-structured open-ended in-depth interviews were used as they allow for greater freedom and fewer restrictions regarding direction for the participant. A thematic analysis was carried out in order for the central themes of the experience to emerge. These themes were discussed extensively and integrated with the literature available. The multigenerational family presentation seems to create greater awareness of patterns and roles and these insights have a pervasive impact in many contexts. Understandably, the trainees feel emotionally overwhelmed as they become both observer and observed, viewing their interaction from a third-person perspective. This awareness of process results in a loss of spontaneous response and initial debilitation which is associated with feelings of loss and isolation. The self-exploratory behaviour gives rise to a reflexive reconstruction of self as a result of the access to new meanings regarding the dynamics and relationships within the family system, which enhances understanding of the complex interplay of systems, and ultimately facilitates the processes of integration, repair and resolution. / Dissertation (MA (Clinical Psychology))--University of Pretoria, 2007. / Psychology / unrestricted

High-quality group psychotherapy training is considered more important than ever in the current mental health care environment. With the need for ongoing education and development in the field of group psychotherapy, concern has been raised regarding the lack of group psychotherapy training guidelines for trainee psychologists. Findings from numerous empirical studies show that at present, most training courses often maintain a rather unstructured format for fostering an experiential group process. The literature suggests that without standardized course objectives, students are vulnerable to harm, they are ill equipped to meet professional demands, and trainers are not provided with adequate guidelines for instruction. Therefore, the purpose of this study was to review the relevant literature in order to describe the principles of group psychotherapy as they manifest in group interaction, and to compare the subjective experiences of trainee group psychotherapists with the findings from the literature. The aim of this investigation was to generate hypotheses about the effectiveness of the use of an experiential group as a training medium, in group psychotherapy. Further objectives included exploring the merits of an experiential approach to training in group psychotherapy, and identifying factors that could potentially aid/hinder trainee development. In order to adhere to the objectives of the investigation, a qualitative, exploratory research design was used. Data for the study was gathered by means of a client-centered interview conducted with five group psychotherapy trainees who received training in a Clinical Psychology Masters program. In addition, these trainees were also required to complete a semi-structured questionnaire. The interview focused on how the trainees' subjective, affective experiences influenced their perceptions of the qualitative aspects of group life, while the questionnaire was designed to elicit information about the ways in which trainees cognitively conceptualized their understanding of group process, group dynamics and group facilitation skills. The results of the study were analysed through the qualitative method of content analysis. Results showed that, while trainees may have perceived that they gained tremendous benefits through exposure to the experiential group, an analysis of their interaction patterns highlighted certain areas which can be considered problematic. For example, it was found that trainees did not have a theoretical understanding of group process and group dynamics, and were therefore, not equipped with the necessary skills required to facilitate groups. This is further substantiated by the finding that the group facilitator had a pervasive influence on the development of the individual trainee and on the development of the group as a whole. Furthermore, results obtained raised certain concerns regarding the suitability and adequacy of using an experiential group as a tool for training, in group psychotherapy. The research findings suggest that, while the experiential group may provide the trainee with an invaluable experience, it alone is insufficient as a training method, in group psychotherapy. This study also raises questions about the ethics of such a training program in its current form. One of the major conclusions of this investigation is that there is a need for ongoing research and evaluation of the training programs. Finally, recommendations are made for improving the group psychotherapy training experience. These recommendations are based on the evaluation of the trainees' subjective experiences / Psychology / (M.A.(Clinical Psychology))

High-quality group psychotherapy training is considered more important than ever in the current mental health care environment. With the need for ongoing education and development in the field of group psychotherapy, concern has been raised regarding the lack of group psychotherapy training guidelines for trainee psychologists. Findings from numerous empirical studies show that at present, most training courses often maintain a rather unstructured format for fostering an experiential group process. The literature suggests that without standardized course objectives, students are vulnerable to harm, they are ill equipped to meet professional demands, and trainers are not provided with adequate guidelines for instruction. Therefore, the purpose of this study was to review the relevant literature in order to describe the principles of group psychotherapy as they manifest in group interaction, and to compare the subjective experiences of trainee group psychotherapists with the findings from the literature. The aim of this investigation was to generate hypotheses about the effectiveness of the use of an experiential group as a training medium, in group psychotherapy. Further objectives included exploring the merits of an experiential approach to training in group psychotherapy, and identifying factors that could potentially aid/hinder trainee development. In order to adhere to the objectives of the investigation, a qualitative, exploratory research design was used. Data for the study was gathered by means of a client-centered interview conducted with five group psychotherapy trainees who received training in a Clinical Psychology Masters program. In addition, these trainees were also required to complete a semi-structured questionnaire. The interview focused on how the trainees' subjective, affective experiences influenced their perceptions of the qualitative aspects of group life, while the questionnaire was designed to elicit information about the ways in which trainees cognitively conceptualized their understanding of group process, group dynamics and group facilitation skills. The results of the study were analysed through the qualitative method of content analysis. Results showed that, while trainees may have perceived that they gained tremendous benefits through exposure to the experiential group, an analysis of their interaction patterns highlighted certain areas which can be considered problematic. For example, it was found that trainees did not have a theoretical understanding of group process and group dynamics, and were therefore, not equipped with the necessary skills required to facilitate groups. This is further substantiated by the finding that the group facilitator had a pervasive influence on the development of the individual trainee and on the development of the group as a whole. Furthermore, results obtained raised certain concerns regarding the suitability and adequacy of using an experiential group as a tool for training, in group psychotherapy. The research findings suggest that, while the experiential group may provide the trainee with an invaluable experience, it alone is insufficient as a training method, in group psychotherapy. This study also raises questions about the ethics of such a training program in its current form. One of the major conclusions of this investigation is that there is a need for ongoing research and evaluation of the training programs. Finally, recommendations are made for improving the group psychotherapy training experience. These recommendations are based on the evaluation of the trainees' subjective experiences / Psychology / (M.A.(Clinical Psychology))

Submitted by Marcia Silva (marcia@latec.uff.br) on 2016-06-13T18:34:24Z No. of bitstreams: 1 DISSERT MARIA CRISTINA MATOS DA COSTA.pdf: 3168596 bytes, checksum: 37b3968863e4b01a58c2fc8f9fa403e4 (MD5) / Made available in DSpace on 2016-06-13T18:34:25Z (GMT). No. of bitstreams: 1 DISSERT MARIA CRISTINA MATOS DA COSTA.pdf: 3168596 bytes, checksum: 37b3968863e4b01a58c2fc8f9fa403e4 (MD5) Previous issue date: 2013-09-26 / Este estudo mostra em que condições um programa de desenvolvimento de equipes, pode efetivamente provocar simultaneamente melhoria na execução das atividades da organização e maior interação entre líderes e liderados. Para tanto, tomou como experimento a implantação, através de um trabalho de consultoria, da metodologia ¨Team Building¨, através do “treinamento vivencial ao ar livre”, aplicado em duas empresas do mesmo porte e pertencentes ao mesmo segmento industrial – Petróleo e Gás. Para medir e identificar os resultados foram realizadas três medições. A primeira delas foi feita trinta dias antes do início do treinamento como parte do diagnóstico e levantamento de necessidades. As outras duas foram realizadas após o término do treinamento e foram utilizadas para consolidação e avaliação dos resultados comportamentais entre Gestor e equipe. A ferramenta utilizada para a análise das medições foi a TPI (Team Practices Inventory), adaptada pela consultoria com base na LPI (Leadership Pratices Inventory), desenvolvida por Kouzes e Posner em 1987. A ferramenta propõe a análise dos dados sob cinco dimensões que são os indicadores: (trabalho em equipe; liderança; orgulho e significado; confiança e motivação). O experimento permitiu identificar os pontos fortes e as oportunidades de melhorias efetivas das equipes, bem como avaliar criticamente a adequabilidade e as exigências para o sucesso de tal tipo de abordagem. Como resultado a pesquisa aponta para a importância e o cuidado na condução das etapas que antecedem e sucedem o treinamento propriamente dito, bem como destaca a importância do envolvimento do gestor como condição para alcançar os resultados potenciais da ferramenta. / This study shows the conditions under which a development program can effectively cause a simultaneously improve in the execution of the Organization's activities and a greater interaction between leaders and led. To this end, it was taken as an experiment the insertion, through a consulting job, of the “Team Building” methodology, during the " experiential training outdoors”, applied in two companies of the same size and belonging to the same industrial segment – oil and gas. To measure and identify the results three measurements were performed. The first one was made thirty days prior to the beginning of the training, as a part of the diagnosis and the assessment of needs. The other two were held after the end of the training and were used for consolidation and evaluation of behavioral results between manager and staff. The tool used for the analysis of the measurements was TPI (Team Practices Inventory), adapted by the consultancy based on the LPI (Leadership Practices Inventory), developed by Kouzes and Posner in 1987. The tool proposes the analysis of data in five dimensions (teamwork, leadership, pride and significance, confidence and motivation). The experiment allowed to identify the strengths and opportunities for effective improvements of teams, as well as critically evaluate the suitability and the requirements for the success of this type of approach. As a result, the research points out to the importance and care in the conduct of the steps that precede and succeed the training itself, as well as highlights the importance of the involvement of the Manager as a condition to achieve the potential results of the tool.